G9 English Lesson Exemplar 1st Quarter
G9 English Lesson Exemplar 1st Quarter
G9 English Lesson Exemplar 1st Quarter
Tayabas City
LESSON EXEMPLAR
Grade 9-English
Quarter: FIRST
Theme: Enhancing the Self
Sub-Theme: Recognizing Roles in Life
Performance Standard:
Theoflearner
nding of how Anglo-American literature and other text types serve as means actively
enhancing the participates
self; also howin to
a speech
use choir
through using effective verbal and non-verbal
strategies based on the following criteria: Focus,
Voice, Delivery, Facial Expressions, Body
processing, information, assessing, summarizing Movements/Gestures and Audience Contact.
, appropriate word order, punctuation marks and interjections to enable him/her to participate actively in a speech choir.
I. LEARNING COMPETENCIES
EN9LT-Id-2.2.14: Analyze literature as a means of discovering the self
EN9OL-Ia-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
EN9F-Ih-3.14: Use the appropriate and effective speech conventions expected of speech choir
presentations
Objectives:
1. Discover things about oneself through analyzing the poem
2. Explain the literary devices used in the poem upon examining its structure
3. Perform a speech choir observing appropriate and effective speech conventions
4. Reflect on the message of the poem and find values one can apply in real life
We are an emerging division where excellence is a habit and allegiance for quality is a
pledge.
III. LEARNING TASKS
Introduction: Have you ever pondered what role/s you play at this point of your life?
Preliminary Activity:
TASK 1: SIGN UP
“Do you know yourself well?”
1. The teacher brings an actual slambook and shows to the class.
Have you ever experienced writing in a slambook?
What information are you asked to provide in a slambook?
What is the purpose of asking someone to sign in a slambook?
2. Students will be asked to complete a slambook page that has been provided for each of them.
Specific instructions will be given before starting to accomplish the page.
Answer in ALL CAPS (all letters in uppercase). Encircle
your rating in the “Rate Yourself” portion. Observe
neatness.
How well do you know yourself? Rate from 1 to 10.
Do you believe there are still things you will discover about yourself as you grow older?
What do you think is the importance of knowing oneself?
Activity:
“Are you familiar with the key officials of the school? Are you aware of the importance of their
roles in the operation of the school?”
The teacher shows pictures of people who play key roles in the school and students will be
asked to recognize them.
1. Complete the statement to find out one thing common among them: “Each of them
plays an important in Luis Palad National High
School.”
2. The class will be divided into groups and they‘ll be doing a role play depicting the
roles of these officials.
What duties and responsibilities of each official are apparent in the role play?
Imagine if the school does not have the key officials. What do you think will
happen?
Do you think their roles end the moment they step out of school? What are the
other roles they play in life?
How about you? Do you have roles other than being students in school?
In your notebook, complete the organizer by placing your name at the middle circle
and writing the roles you play in the surrounding circles.
Outside the circle of each role you listed in the first task, write if you are
`Effective‘, ‗Partially Effective‘, or ‗Ineffective‘.
Analysis:
Source: https://www.youtube.com/watch?v=T3NEtCtx7Pg
3. Students will read the poem aloud.
ONOMATOPOEIA ALLITERATIO
N
ASSONANCE CONSONANCE
GROUP 4 - IMAGERY
Instructions:
Read the poem and think of the images the words created in your mind.
Picture them in your mind and try to bring them in clear focus.
List these words/lines that create clear pictures in your mind.
Share a relevant experience that you‘ve had.
Complete the chart shown below and fill it out with the entries called for.
Imagery in The Seven Ages of Man
Words/Lines Type of Imagery Meaningful Experience
Abstraction:
TASK 8: WHERE AM I?
We are an emerging division where excellence is a habit and allegiance for quality is a pledge.
Application:
TASK 9: FAN LETTER TO A ROLE MODEL
You look up to your parents, grandparents, teachers, relatives or friends
because they inspire you to perform roles in life effectively. You regard them
as good role models who help you go along the way.
Choose an inspirational person and write a fan letter to him/her.
In the first paragraph, tell him/her the purpose of writing
your letter. Write about the qualities you admire about
him/her.
In the second paragraph, tell how s/he influences you to become
better.
In the third paragraph, make a request. It may be for
some object or symbol and for some tips of their success.
Use the provided activity sheet.
LETTER
WRITING
RUBRIC
Criteria Description Weight S
Content The content clearly depicts 10pts.
the purpose. Paragraphs
satisfied the
given guidepost provided.
We are an emerging division where excellence is a habit and allegiance for quality is a
pledge.
Neatness
We are an emerging division where excellence is a habit and allegiance for quality is a
pledge.
Assessment:
We are an emerging division where excellence is a habit and allegiance for quality is a
pledge.
CITY SCHOOLS DIVISION OF TAYABAS
Tayabas City
LESSON EXEMPLAR
Grade 9-English
Quarter: FIRST
Theme: Enhancing the Self
Sub-Theme: Recognizing Roles in Life
Content Standard:
Performance Standard:
The learnerThedemonstrates understanding
learner actively participatesofin how
a speech choir through using effective verbal and non-verbal strategies base
Anglo-American literature and other text types
serve as a means of enhancing the self; also how to
use processing, assessing, summarizing Voice, Body
information, word derivation and formation Delivery,FacialExpressions,
strategies, appropriate word order, punctuation Movements/GesturesandAudience Contact.
marks and interjections to enable him/her to
participate actively in a speech choir.
I. LEARNING COMPETENCY
EN9OL-1a-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
Objectives:
1. Define word stress
2. Determine the stressed syllables in given words
3. Pronounce words with correct stress
4. Appreciate the importance of using correct/proper stress in pronouncing words
II. LEARNING
CONTENT Lesson:
Word Stress Materials:
1. Manila paper and marker
2. Handouts for the activity
References:
1. K to 12 Curriculum Guide (May 2016)
2. A Journey through Anglo-American Literature Learner‘s Material for English
III. LEARNING TASKS
Introduction: Word stress is considered a ―magic key‖ in understanding spoken English. Being
a part of the English language, it is a tool that non-native speakers can use to communicate
accurately and fluently.
Preliminary Activity:
Activity:
TASK 2: STRESS BUT DON‟T STRESS!
Read the following sentences:
oO Oo
I carried the b‘tell to the hottle.
What is the meaning of the first sentence? How about the second?
What do you think is the factor/factors that affected the understanding of the meaning
of the sentence?
Analysis:
TASK 3: STRESS IT OUT!
Based on the first activity, answer the following questions:
Abstraction:
Application:
Word List
sudden quarrel orbital temperature
project (n) evade religious nutrition
entrance hypertension interfere explanation
catalyst environmental accommodation configuration
instance export (n) exit permanent
gratuity forget bacteria democracy
away revelation engineer generosity
below universality organization experimental
command history physical treble
destroy ignore balloon project (v)
reputation pantaloons apparatus employee
lemonade adaptability determination compatibility
guarantee frequently everything capon
vegetation oblivion impossible export (v)
diagnosis contribution satisfactory volunteer
characteristic examination academician vulnerability
classification furnace cannon infant
consolidation comedian iconic photography
apologetic operation academic beneficiary
deliberation implementation participation commemoration
satchel appendix cafeteria interpretation
woeful efficient documentary syllabication
spectacle responsible fundamental dermatological
ballad develop preposition dependability
Assessment:
TASK 6: CHECKPOINT
Answer the following in your ¼ sheet of paper.
LESSON EXEMPLAR
Grade 9-English
Quarter: FIRST
Theme: Enhancing the Self
Sub-Theme: Recognizing Roles in Life
Performance Standard:
The learner
nding of how Anglo-American literature and other text types serve as a means actively
of enhancing theparticipates in atospeech
self; also how use choir
through using effective verbal and non-verbal
activities based on the following criteria: Focus,
voice, Delivery, Facial Expressions, Body
processing, information, assessing, summarizing Movements/Gestures and Audience Contact.
wordderivationand
iate word order, punctuation marks and interjections to enable him/her to participate actively in speech choir.
I. LEARNING COMPETENCY
EN9WC-If-9.1: Identify types and features of poetry
EN9F-Ib-3.1: Produce the correct beat and rhythm in delivering jazz chants and rap
Objectives:
1. Differentiate end rhyme and internal rhyme
2. Analyze what type of rhyme is used in the given lines
3. Perform a rap song containing end and internal rhymes
4. Appreciate the significance of using end and internal rhyme in
composing rap songs
Preliminary Activity:
TASK 1: SPOT THE RHYMING WORDS
Read the poem and identify some pair of rhyming words.
I think I shall never see A tree that may in summer wear A nest of robins in her hair
A poem as lovely as a tree
A tree whose hungry mouth is prestUpon whose bosom snow has lain; Against the earth‘s sweet flowing breast;Who intimately lives with rain.
A tree that looks at God all day, And lifts her leafy arms
Poems
to pray;
are made by fools like me, But only God can make a tree.
Activity:
Analysis:
TASK 3: TAKING NOTE
Answer the following questions based from the video clip you have watched.
What is internal rhyme? end rhyme?
Where are rhyming words located when internal rhyme is present?
Where are rhyming words located when external rhyme is present?
4. With sparkling eyes, and cheeks by passion flushed Strikes with his
wild lyre, while listening dames are hushed
.
5. The moon never beams without bringing me dreams. And the
stars never rise but I feel the bright eyes.
We are an emerging division where excellence is a habit and allegiance for quality is a pledge.
Abstraction:
TASK 5: WRITING LINES
1. Each of you will be given a word in a strip of paper. Find your partner in
the class by looking for the person holding the word that rhymes with yours.
2. Working in pair, create a set of two lines (couplet) using
the rhyming words you picked to create end rhyme and
another pair of lines (couplet) using the same words to
create internal rhyme.
Application:
TASK 6: MORE PRACTICE
Read the following excerpts carefully. Then, underline
the words that rhyme. Identify whether they are end
rhyme or internal rhyme.
1. T
h
e
y
c
a
n
n
o
t
l
o
o
k
o
u
t
f
a
r
.
T
h
e
y
c
a
n
n
o
t
l
o
o
k
i
n
d
e
e
p
.
B
u
t
mmer‘s
w day?
h Though art
e more
n lovely and
more
temperate;
w
Rough
a
winds do
s
shake the
darling
t buds of
h May, And
a summer‘s
t lease hath
a too short
e a date:
v -William Shakespeare
e
r 3. W
h
a e
r
b e
a
r t
. h
e
T
o b
e
a e
n
y s
u
w c
a k
t s
c ,
h
t
t h
h e
e r
y e
k s
e u
e c
p k
?
-Robert Frost I
:
2. S
h I
a n
l
l a
I c
o
c w
o s
m l
p i
a p
r ‘
e s
t b
h e
e l
e l
t I
o
l
a i
e
s
u 4. The
f e
a v
i e
r r
b
r b
e u
e r
z s
e t
b I
l n
e t
w
, o
t t
h h
e a
t
w
h s
i i
t
l
e
e
n
f
o t
a
m s
e
f a
l -Samuel Taylor Coleridge
e
w
, 5. While I attended, clad in a splendid……
Now we had arranged, through notes exchanged
T -Pink Dominoes by Rudyard Kipling
h
e 6. In mist or cloud, on mast or shroud,…
Whiles all the night, through fog-smoke white,
f -The Rime of Ancient Mariner
u
r
r
7. O
o n
w c
e
u
f p
o o
l n
l a
o m
w i
e d
d n
i
f g
r h
e t
e d
; r
W e
e a
r
y
w ,
e W
r h
e il
e
t I
h p
o
e
n
d
f e
i r
r e
s d
t ,
w
e
t a
h k
a a
t n
d
w
e to my eyes.
a -After the Lunch by Wendy Cope
r
y
-The Raven by
9. D
o
Edgar Allan u
Poe b
l
8. O e
n ,
W d
a o
t u
e b
r l
l e
o
o t
o
B i
r l
i
d a
g n
e d
,
t
w r
h o
e u
r b
e l
e
w ,
e
F
s i
a r
i e
d
b
o u
u r
r n
g a
o n
o d
d
b c
y a
e u
s l
, d
r
T o
h n
e
b
w u
e b
a b
t l
h e
e -Macbeth by William Shakespeare
r
10. I heard a Fly buzz – when I died – The stillness in the
c
o R
n o
d o
i m
t
i W
o a
n s
s
l
b i
r k
i e
n
g
t
t h
e e
a
r S
s t
i
l
l
n
e
s
s
i
n
t
h
e
A
i
r
B
e
t
w
e
e
n
t
h
e
H
e
a
v
e
s
o
f
S
t
o
r
m
-
I Heard a
Fly Buzz
When I died
by Emily
Dickenson
We are an emerging
division where excellence
is a habit and allegiance for
quality is a pledge.
Assessment:
TASK 7: RHYME IN A RAP
The class will be grouped into five. Each group will compose a rap song using
end and internal rhyme. Be guided by the rubric for rap presentation.
We are an emerging division where excellence is a habit and allegiance for quality is a
pledge.
CITY SCHOOLS DIVISION OF TAYABAS
Tayabas City
LESSON EXEMPLAR
Grade 9-English
Quarter: FIRST
Theme: Enhancing the Self
Sub-Theme: Recognizing Roles In Life
I. LEARNING COMPETENCY
EN9LC-Ia-3.6: Perform a task by following instructions
EN9LT-Ie-2.2.2: Explain the literary devices used
Objectives:
1. Define onomatopoeia, alliteration, assonance, and consonance
2. Determine the literary device used in given passages or lines
3. Perform and accomplish the given tasks by following specified instructions
4. Show appreciation of the literary piece discussed by recognizing the presence of literary
devices and its effect to the totality of the poem
Preliminary Activity:
TASK 1: MAZE RUNNERS
Let us play a game! The first student to find his/her exit in every maze will
be the one to unlock a key term
ANANCESOS
Activity:
Analysis:
We are an emerging division where excellence is a habit and allegiance for quality is a
pledge.
Read the poem again, and look out for:
1. words or lines with repetition of consonant sounds at the beginning of the words
2. words or lines with repetition of vowel sounds within words
3. repetition of consonant sounds within and at the end of the words List all of
them and chart them on the table shown below.
From The Seven Ages of Man by William Shakespeare
Alliteration Assonance Consonance
Abstraction:
TASK 5: LECTURE NOTES
Match column A with column B.
A B
1. Onomatopoeia
a. words or lines with repetition of consonant sound
2. Alliteration
at the beginning of the words
3. Assonance b. suggests actions, movements and meanings
4. Consonance c. repetition of consonant sounds within and at the end
of the words
d. words or lines with repetition of vowel
sounds within words.
Application:
TASK 6: TRY THIS
What term best applies to each of the following lines?
a. onomatopoeia b. alliteration c. assonance d. consonance
1. The bird‘s chirp filled the empty night air.
2. But a better butter makes a batter better.
3. She ate seven sandwiches on a sunny Sunday.
4. The dishes fell to the floor with a clatter.
5. Those clucking chickens are driving me crazy!
6. Whether Jew or gentile, I rank top percentile
7. A big bully beats a baby boy.
8. The furrow followed free;
9. ―His soul swooned slowly as he heard the snow falling faintly
10. A blessing in disguise.
11. It was many and many a year ago,
12. ―Men sell the wedding bells.‖
13. A host, of golden daffodils;
14. That dolphin-torn, that gong-tormented sea.‖
15. The snake slithered and hissed.
Assessment:
We are an emerging division where excellence is a habit and allegiance for quality is a
pledge.
TASK 7: CHECKPOINT
A. Underline the onomatopoeic expressions in the given
statements.
1. The sheep went, ―Baa.‖
2. The best part about music class is that you can bang on the drum.
3. It is not unusual for a dog to bark when visitors arrive.
4. Silence your cellphone so that it does not beep during the movie.
5. Dad released a belch from the pit of his stomach.
6. The bridge collapsed creating a tremendous boom.
7. The large dog said, ―Bow-wow!‖
8. Are you afraid of things that go bump in the night?
9. My brother can burp the alphabet.
10. Both bees and buzzers buzz.
B. Identify the passages as alliteration, consonance, or assonance.
1. Rap rejects my tape deck.
2. Toss the glass, boss.
3. Try to light the fire.
4. It beats as it sweeps as it cleans.
5. Fleet feet sweep by sleeping geese.
6. Sarah‘s seven sisters slept soundly.
7. Peter‘s piglet pranced priggishly.
8. He struck a streak of bad luck.
9. Mammals names Sam are clammy.
10. I lie down by the side of my bride.
We are an emerging division where excellence is a habit and allegiance for quality is a
pledge.
CITY SCHOOLS DIVISION OF TAYABAS
Tayabas City
LESSON EXEMPLAR
Grade 9-English
Quarter: FIRST
Theme: Enhancing the Self
Sub-Theme: Recognizing Roles in Life
Performance Standard:
Theoflearner
nding of how Anglo-American literature and other text types serve as means actively
enhancing the participates in to
self; also how a speech
use choir
through using effective verbal and non-verbal
strategies based on the following criteria: Focus,
Voice, Delivery, Facial Expressions, Body
processing, information, assessing, summarizing Movements/Gestures and Audience Contact.
wordderivationand
ate word order, punctuation marks and interjections to enable him/her to participate actively in a speech choir.
I. LEARNING COMPETENCY
EN9LT-Id-2.2.1: Express appreciation for sensory images used
Objectives:
1. Define imagery and its different types
2. Classify words according to which sense they appeal to
3. Express appreciation for sensory images by writing a poem that contains imageries
Preliminary Activity:
TASK 1: RECALLING ANATOMY
Identify your five senses and which sense organs are responsible for them.
Activity:
TASK 2: GROUP THE WORDS
Students will be given fifty words and they are to classify whether the word appeals to
the sense of sight, smell, taste, hearing and touch.
We are an emerging division where excellence is a habit and allegiance for quality is a
pledge.
Analysis:
TASK 3: MY WORD BANK
Identify the words in the previous activity that are unfamiliar to you.
Supply them in the word bank.
WOR MEANING S
D
Source: https://www.google.com.ph/search?
q=IMAGERY&biw=1280&bih=694&source=lnms&tbm=isch&sa=X&ved
=0ahUKEwiAt5uI06LPAhUW1GMKHbF5C-8Q_AUIBigB#imgrc=nLlq Pv9XP7Y3ZM%3A
Source: https://www.google.com.ph/search?
q=IMAGERY&biw=1280&bih=694&source=lnms&tbm=isch&sa=X&ve
d=0ahUKEwiAt5uI06LPAhUW1GMKHbF5C-
8Q_AUIBigB#imgrc=U5gjwzy2XWkQhM%3A
We are an emerging division where excellence is a habit and allegiance for quality is a
pledge.
There are five types of imagery. Try rearranging the letters to find out the term for each type of
imagery.
S L I U V A
imagery is the use of figurative language to address our sense of
vision. In that way, the reader can visualize what is happening in the story in her or his own
mind.
T R D U I A O Y
imagery is the use of figurative language to address to our sense
of hearing. To create a complete mental picture in the minds of the reader about the
incident in the story, the writer incorporates a description of the sounds too.
F O Y R L A O C T
imagery is the using figurative language to address to our sense of
smell.
G A T U S Y O R T
imagery is using words to address to our taste buds. This way the
writer is capable of making us taste the food he or she is describing in the story.
A E I L C T T
imagery is addresses our sense of touch or that which we can feel
with our skin.
Reference: http://pediaa.com/what-are-the-types-of-imagery/
Abstraction:
TASK 5: WRITE ON!
The following are pictures and scenarios which may be familiar to you. From these pictures,
create your own sentences using any of the five types of imagery.
Source: https://www.google.com.ph/search?q=filipino+town+fiesta&biw=1280&bih=694&
source=lnms&tbm=isch&sa=X&ved=0ahUKEwjememC9aLPAhWGI5QKHXg1DJIQ_AUIBigB#tb
m=isch&q=pahiyas+festival+in+philippines&imgrc=desjrSHLn2Tp6M%3A
Source: http://outoftownblog.com/minor-basilica-of-st-michael-the-archangel-tayabas-city/
Source: http://recipes.howstuffworks.com/local-or-organic2.htm
Source: https://plus.google.com/112366775749133025551
Application:
TASK 6: INKBLOT
Students will be asked to count off 1 to 5. Each number corresponds to the type of imagery that
the students will write about in a stanza of four lines containing rhyme.
1 - My Favorite Sight 2 -
My Favorite Smell 3 -
My Favorite Sound 4 -
My Favorite Taste
5 - My Favorite Feeling
WRITING AN ACROSTIC POEM RUBRIC
Criteria Exceeding Meeting Approaching Below
Standards Standards Standards Standards
4pts. 3pts. 2pts. 1pt.
Meaning and Poem is creative and Poem is thoughtful and Most of the poem is Poems appear to be
original. It is evident that creative. A couple of creative, but appears to be thoughtless or rushed.
Originality the poet put phrases or rushed. This is Work is very
thought into their ideas may be evident in the poet's repetitive, and ideas
words and uniquely revisited, but the redundancy or use of are unoriginal.
conveyed their ideas overall product is cliches.
and emotions. carefully written.
Sensory Details Vivid, detailed images Clear sensory images are Some use of image, Difficult to visualize
and intensely used to portray idea, or emotion image or emotion
felt emotion make ideas or emotions
the poem come
alive.
Form The poem is complete and The poem is written in its The poem is somewhat The poem is not
follows its intended form. proper forms with a few written in its proper written in its proper
mistakes. form. form.
Grammar Proper use of English A couple of spelling or The poet's intended There are numerous
spelling and grammar grammar mistakes meaning is confusing spelling or grammar
is used consistently are evident, but do by several spelling or errors, making the
throughout each not diminish the grammar errors. poems difficult to
poem. Punctuation is meaning of the Punctuation may be understand.
utilized when poem. Punctuation is misused. Punctuation is used
necessary. utilized when incorrectly.
necessary.
Source: http://www.rcampus.com/rubricshowc.cfm?sp=yes&code=J2359Bhttp://www.rcampus.com/rubricshowc.cfm?sp=yes&code=J2359B
Assessment:
TASK 7: CHECKPOINT
Directions: Identify the type of imagery used in the following statements. Write VIS for visual
imagery, OLF for olfactory imagery, GUS for gustatory imagery, AUD for auditory imagery, and
TAC for tactile imagery.
1. She was fragrant like a morning when papayas are in bloom.
2. Her teeth were very white, her eyes were so full of laughter, and there was the small
dimple high up on her right cheek.
3. The sound of his insides was like a drum.
4. Ca Celin drove away hi-yi-ing to his horse loudly.
5. The sky was wide and deep and very blue.
6. The fields swam in a golden haze through which floated big purple and red and
yellow bubbles.
7. He faced the sun and from his mouth came a call so loud and vibrant.
8. The earth seemed to tremble underfoot.
9. The wind whistled against my cheeks and the rattling of the wheels on the pebbly
road echoed in my ears.
10. The thick, unpleasant smell of dangla bushes and cooling sun-heated earth mingled
with the clean, sharp scent of roots exposed to the night air.
11. I thought of the food being made ready at home and my mouth watered.
12. I laid a hand on Labang's massive neck.
13. Her eyes were on the long, curving horns.
14. He rattled the handle of his braided rattan whip against the spokes of the wheel.
15. Labang‘s white coat glistened like beaten cotton under the lamplight.
16. O, she doth teach the torches to burn bright!
17. Hedge-crickets sing; and now with treble soft, the redbreast whistles from a
garden-croft.
18. Languidly, and with no thought of going in, I watched him, his hard little body,
skinny and bare, saw him wince slightly.
19. He whiffed the aroma of brewed coffee.
20. It was a rimy morning, and very damp.
CITY SCHOOLS DIVISION OF TAYABAS
Tayabas City
LESSON EXEMPLAR
Grade 9-English
Quarter: FIRST
Theme: Enhancing the Self
Sub-Theme: Recognizing Roles in Life
Content Standard:
The learner demonstrates understanding of how
Anglo-American literature and other text types
serve as a means of enhancing the self; also how to
use processing, assessing, summarizing
information, word derivation and formation
strategies, appropriate word order, punctuation
marks and interjections to enable him/her to
participate actively in speech choir.
Performance Standard:
The learner actively participates in a speech choir
through using effective verbal and non-verbal
activities based on the following criteria: Focus,
voice, Delivery, Facial Expressions, Body
Movements/Gestures and Audience Contact.
I. LEARNING COMPETENCY
EN9-Ib-1.6/1.7: Use appropriate punctuation marks and capitalization to convey meaning
Objectives:
1. Familiarize oneself on the rules of capitalization
2. Identify the words that need capitalization in given passages
3. Rewrite sentences with necessary capitalizations
4. Actively engage in the oral and written drills on capitalization
This time, try giving a proper noun and common noun equivalents to these pictures.
https://boracaycompass.com/white-beach- guide/
http://news.abs-cbn.com/news http://cartoonbros.com/pikachu
h
/11/23/16/aguirre-thinks- espinosa-sr-
killing-premeditated
Activity:
Source: http://www.teach-nology.com/worksheets/language_arts/capitial/1/
Analysis:
What did you notice about some words in the composition? Can you derive the
rules on capitalization based from the miswritten words?
Capitals for Proper Nouns
Capitalize all proper nouns.
e.g. Makati Avenue, Dusit Hotel, Boracay, North America, Rowena Reyes, Istanbul
Capitalize names of specific events and times.
e.g. Asean Summit, World War II, Ramadan, Easter, Thanksgiving Day
Capitalize the names of various organizations, government bodies, political parties,
nationalities and languages.
e.g. Rotary Club, Red Cross, Republican Party, Liberal Party, British, Mandarin, Spanish, Latin
Capitalize references to religions, deities, and religious scriptures.
e.g. Islam, Christianity, Buddha, Allah, Koran, Bible, Revelation, Genesis
Abstraction:
TASK 3: WRITESHOP
Go back to the previous paragraphs. Now that the rules in capitalization are
verified, rewrite the given paragraphs in one whole sheet of paper.
Application:
Assessment:
TASK 5: CHECKPOINT
Correct each sentence by writing it with necessary capitalization.
Source: http://blogs.uab.cat/activitatsautoaprenentatge/files/2012/12/Capitalization-Exercises.key_.pdf
CITY SCHOOLS DIVISION OF TAYABAS
Tayabas City
LESSON EXEMPLAR
Grade 9-English
Quarter: FIRST
Theme: Enhancing the Self
Sub-Theme: Recognizing Roles in Life
I. LEARNING COMPETENCY
EN9G-Ia-17: Use appropriate punctuation marks and capitalization to convey meaning
Objective:
1. Familiarize oneself in the use of different punctuation marks in writing
2. Use correct punctuation marks in writing sentences
3. Participate actively in the oral and written drills on punctuations
Preliminary Activity:
TASK 1: TRY MAKING SENSE
Consider this sample informative article about punctuation.
Guide Questions:
What have you observed as unusual in the informative article?
What is it all about?
What punctuation marks are described in the article?
What problems in writing and reading are caused by improper use of capitalization and
punctuation marks?
Are these problems encountered even in today‘s world?
How do we solve such problems?
Activity:
TASK 2: NAMING PUNCTUATIONS
Arrange the jumbled letters in the name tags to come up with the names of the punctuation marks in the
scroll.
: ; - “ “ … ---
IOTAQTNUO
SAHD SPELISLI AMKSR
Analysis:
We are an emerging division where excellence is a habit and allegiance for quality is a pledge.
TASK 6: ELLIPSIS IN FOCUS
Derive from the discussion when to use ellipsis in writing. Answer the activity
that follows.
We are an emerging division where excellence is a habit and allegiance for quality is a pledge.
TASK 8: DASH IN FOCUS
Derive from the discussion when to use dash in writing. Answer the activity that
follows.
Abstraction:
1. The roads were white out conditions in the town subsequently, the roads were impassable.
2. My classmates are from Binan, Laguna Lucban, Quezon Antipolo, Rizal and Lemery,
Batangas.
3. She is an award winning novelist..
4. Susan has thirty five toys to fix this day.
5. Can you spell three tenths in just ten seconds?
6. The company hired new data encoders. They are the vibrant and creative graduates of UST.
7. Shall we pack a lunch it‘s such a beautiful day and go on a picnic.
8. Chocolate is my all time favourite kind of candy.
9. We were studying the chapter called The Character Sketch.
10. This was first said by Shakespeare ―To thine own self be true.‖
11. We knew who would win the game the Eagles.
12. He won the 20 meter run.
13. This house has everything I need two bedrooms, a backyard, and a garage.
14. I don‘t like my first cousin because she is an open mouthed person.
15. Our teacher said, There is a rally today.
16. Edgar Allan Poe wrote a good horror story when he wrote The Masque of the Red Death.
17. Edu Manzano whose TV roles have included a playboy, an ex convict, and a private
investigator also does occasional commercials.
18. Look for the meaning of this word ―faux pas‖
19. She had self defense training consequently, she warded off the assailant.
20. These are my favourite colors purple, pink, yellow , and blue.
We are an emerging division where excellence is a habit and allegiance for quality is a pledge.
Application:
6. She didn‘t see the car coming; now, her car has a huge dent.
7. I bought a lot of meat at the store: bacon, turkey, chicken and beef.
13. The snacks for the hike included nutritious foods; mangoes, nuts, and r
Assessment:
TASK 11: CHECKPOINT
Use the appropriate punctuation marks on the given
sentences.
1. We ate until we couldn‘t eat another bite. we were famished from the morning jogging.
2. We stopped at a place where we could rest. consequently, we were slightly late in arriving home.
3. A three fourths majority is needed to pass the amendment.
4. The old song There is Love is my mother‘s favourite.
5. He was a leader. hence, he was elected captain.
6. In the trunk I found the following items old records, a diary, and photograph albums.
7. Let me tell you about where are you going?
8. ―The wild creatures of the earth have reacted in a variety of fashions to the coming of that unique
two-legged animal, gifted with a convoluted cortex and devious will, who made his startling
appearance on their earth a few milleniums ago.‖
9. Intelligently enough, he attributed his error to a single cause stupidity.
10. He asked, Who has seen eternity?
We are an emerging division where excellence is a habit and allegiance for quality is a
pledge.
CITY SCHOOLS DIVISION OF TAYABAS
Tayabas City
LESSON EXEMPLAR
Grade 9-English
Quarter: FIRST
Theme: Enhancing the Self
Sub-Theme: Maximizing My Strength
Content Standard:
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.
Performance Standard:
The learner actively participates in a speech choir through using effective verbal and non-verbal strategies based on the foll
I. LEARNING COMPETENCY
EN9LC-Ia-8: Process information in the text listened to EN9LC-Ie-
8.6: Make decisions based on what is listened to EN9WC-Ie-9:
Compose forms of literary writing
Objectives:
1. Listen to an audio recording and extract the information conveyed in the literary text
2. Process information based from the material listened to
3. Compose a rap song highlighting the theme of the lesson
4. Recognize the importance of making the best use of one‘s strengths through recalling
one‘s experience
Activity:
Analysis:
The epic poem Beowulf deals with war and adventure. It is said to be the
greatest poem ever written in a modern European language four
centuries before the Norman Conquest. Beowulf shows an interplay of
Christian and pagan beliefs. The original writer remains unknown.
TASK 2: EAR-SCAPADE
A. Listen attentively as the teacher plays the recording of the epic poem ―The Battle with
Grendel‖ from Beowulf (translated by Burton Raffel).
Source: https://www.youtube.com/watch?v=bS0jy64T9PQ
B. The teacher will hand out copies of the poem and play the recording again. Read the copy
while listening to the recording.
TASK 3: SAY YES OR NO
Write Yes or No to the given statements. Be sure to support your answer
with details from the text.
Heorot
Hrothgar
Grendel
Beowulf
Beowulf Grendel
Abstraction:
Application:
Out from the marsh, from the foot of misty Hills and
bogs, bearing God‘s hatred, Grendel came, hoping to
kill
Anyone he could trap on this trip to high Herot.
They had planned, could shatter what such skill had put Together,
swallow in hot flames such splendor
Of ivory and iron and wood. Suddenly The
sounds changed, the Danes started
In new terror, cowering in their beds as the terrible
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
That blunted every mortal man‘s blade. And yet
his time had come, his days
LESSON EXEMPLAR
Grade 9-English
Quarter: FIRST
Theme: Enhancing the Self
Sub-Theme: Maximizing My Strength
Performance Standard:
nding of how Anglo-American
The literature
learner actively
and other
participates
text types
in serve
a speech
as means
choir through
of enhancing
using effective
the self; also
verbal
how
andtonon-verbal
use strategies base
Voice, Body
processing, information, assessing, summarizing Delivery,FacialExpressions,
wordderivationand Movements/GesturesandAudience Contact.
ate word order, punctuation marks and interjections to enable him/her to participate actively in a speech choir.
I. LEARNING COMPETENCY
EN9WC-Ia-8: Distinguish between and among informative, journalistic, and literary writing
EN9WC-Id-8.1: Examine sample texts representative of each type
Objectives:
1. Distinguish between and among informative, journalistic, and literary writing
through exploring the features of each type
2. Identify to which text type sample passages fall under
3. Demonstrate participation in performing collaborative task that involve creating and
recognizing different text types
II. LEARNING
CONTENT Lesson:
Types of Text
Materials:
1. Tarpapel
2. Photocopies
3. Slides show
References:
1. K to 12 Curriculum Guide (May 2016)
2. A Journey through Anglo-American Literature Learner‘s Material for English
3. Teacher‘s Guide pp. 26-27
4. Online References
III. LEARNING
TASKS
Introduction:
When you do reading, it would be easier for you to identify the feature and purpose of the
material by knowing the different types of text.
Preliminary Activity:
TASK 1: COLLABORATIVE WRITING
Ready your manila paper and marker. With your groupmates, come up
with the following:
Group 1
Write a news article on an event that happened recently in the school.
WRITING A NEWS RUBRIC
Criteria 4 3 2 1
Headline Article has a
headline that Article has a Article has a
captures the reader's headline that headline that
Article is missing
attention and accurately does not
headline.
accurately describes the describe the
describes the content. content.
content.
Supporting The details in the
Details article are clear but Most details in the The details in the
The details in the
need to be developed article are clear. article are neither
article are clear and
more. Some details Article does not clear nor related to
supportive of the
may not fit in with focus on the topic the topic.
topic.
the well.
topic.
Who, What, Article adequately
When, Where addresses the 5 W's The article is The article is The article is
(who, what, when,
& How missing one of missing 2 of the 5 missing 3 or more
where and how). the 5 W's. W's. of the 5 W's.
Source: http://rubistar.4teachers.org/index.php?screen=ShowRubric&rubric_id=561964&
Group 2
Write a short composition explaining your role as a student.
WRITING AN EXPOSITORY ESSAY RUBRIC
Criteria 4 3 2 1
Description Clearly addresses all
Addresses all parts Addresses only
parts of the of the writing task; parts of the writing
writing task;
maintains a general task; demonstrates
maintains a clear Fails to address the
understanding of the limited
purpose and a writing task;
purpose and mostly understanding of the
consistent point consistent point of purpose and an demonstrates no
of view and view and focus; unclear point of understanding of the
focus; all ideas ideas are on topic; view and focus; purpose; lacks point
are on topic, not essay flows from lacks unity between of view, focus, and
extraneous; essay one paragraph to paragraphs; weak unity between
logically flows another; paragraphs paragraph paragraphs; little or
from one build and develop development; lacks no paragraph
paragraph to the thesis sufficient support development
another; for the thesis
paragraphs fully
elaborate and
develop the
thesis
We are an emerging division where excellence is a habit and allegiance for quality is a
pledge.
Intro Weak, inappropriate,
Engaging, or missing lead; little
Appropriate lead; Inappropriate or
appropriate lead; or no general
some general missing lead; no
general information information
information; general information
introducing the topic; introducing the
introducing the introducing the topic;
clear thesis and a topic; weak,
topic; thesis and a missing or irrelevant
statement of the insufficient, or
statement of the thesis and main
main points missing thesis and
main points points
statement of the
main points
Body Well-developed
Insufficient or
topic sentence; in-
missing topic Missing or
depth, accurate, and
sentence; limited or irrelevant topic
relevant Topic sentence;
irrelevant; facts, sentence; few or no
facts/concrete relevant facts,
concrete details, and facts, concrete
details; relevant concrete details, and
comments; details, or support;
comments without supporting
redundant redundant
redundancy; comments; minimal
information or information;
effective concluding redundancy;
comments; missing or
sentence that concluding sentence
insufficient or irrelevant
restates the topic
missing concluding concluding sentence
sentence
sentence
Source: https://hcms-resources.wikispaces.com/file/view/Expository+Essay+Rubric.doc
Group 3
Write a poem about the life of a high school student.
WRITING A POEM RUBRIC
4 3 2 1
Meaning and Poem is creative and Poem is thoughtful
Most of the poem is
Originality original. It is evident and creative. A
creative, but appears Poems appear to be
that the poet put couple of phrases or
to be rushed. This is thoughtless or
thought into their ideas may be
evident in the poet's rushed. Work is very
words and uniquely revisited, but the
redundancy or use of repetitive, and ideas
conveyed their ideas overall product is
cliches. are unoriginal.
and carefully written.
emotions.
Source: http://www.rcampus.com/rubricshowc.cfm?sp=yes&code=J2359B
Activity:
Pay attention to the discussion and identify to which text type your output in the previous task
falls under.
Application:
TASK 3: TRY THIS
Identify the text type of the following articles as journalistic, informative, or
literary.
Type Of
Articles
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
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 life- changing revelation. But drama
exaggerates conflict, pushes situations to
their extreme and leads us to a big turning point.
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 interesting as the meaning of Frost‘s
reply is this sense of movement that carries the reader forward to the climatic end.
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.
Assessment:
TASK 4: CHECKPOINT
Identify the text type of the following articles as journalistic, informative, or literary.
1. There were once five-and-twenty tin soldiers, who were all brothers, for they had been made
out of the same old tin spoon. They shouldered arms and looked straight before them, and
wore a splendid uniform, red and blue. The first thing in the world they ever heard were the
words, "Tin soldiers!" uttered by a little boy, who clapped his hands with delight when the lid
of the box, in which they lay, was taken off. They were given him for a birthday present, and
he stood at the table to set them up. The soldiers were all exactly alike, excepting one, who
had only one leg; he had been left to the last, and then there was not enough of the melted tin
to finish him, so they made him to stand firmly on one leg, and this caused him to be very
remarkable.
2. What can we do to have a healthy circulatory system? Don't smoke! ...Take vitamin E to keep
the arteries supple. Eat those fresh vegetables and fruit that supply you with antioxidants –
very good for your heart. Eat fish instead of red meat – much better for your heart.
3. First identified in the 1950s, dengue is spread by the female Aedes aegypti mosquito; the first
documented cases were in the Philippines and Thailand. The disease has since struck
worldwide, with over 100 countries at risk and 390 million infections yearly. It takes 4-10
days to become obvious, with a high fever and flu-like symptoms. (But that‘s exactly what it‘s
not. It‘s important not to mistake it for the common flu.) It does not have a cure. The only
thing to be
We are an emerging division where excellence is a habit and allegiance for quality is a
pledge.
done is to maintain the patient‘s bodily fluids until the disease runs its course. It‘s crucial that
dengue be detected early, as the proper medical attention can lower mortality from 20 percent
to just under 1 percent. Left unchecked or identified, dengue kills.
4. True!-nervous--very, very dreadfully nervous I had been and am! but why will you say that I
am mad? The disease had sharpened my senses--not destroyed--not dulled them. Above all
was the sense of hearing acute. I heard all things in the heaven and in the earth. I heard many
things in hell. How, then, am I mad? Hearken! and observe how healthily--how calmly I can
tell you the whole story.
5. Arroyo, who was recently re-elected to a third term as Pampanga representative, received her
release papers from the Sandiganbayan after the high tribunal‘s ruling was released earlier in
the day saying the antigraft court erred in its findings that the former President personally
benefited from intelligence funds of the Philippine Charity Sweepstakes Office (PCSO).
6. Dengue cases rise by 36% nationwide, says DOH. For 39-year-old housewife Maribel, the
rainy season used to bring happy memories of her childhood as she and her siblings would
frolic in the heavy downpour. But not anymore. Not since a year ago when she almost lost her
8-year-old daughter to dengue hemorrhagic fever, the more severe form of dengue fever, a
viral infection transmitted by the Aedes aegypti mosquito.
7. I was sick, sick unto death, with that long agony, and when they at length unbound me, and I
was permitted to sit, I felt that my senses were leaving me. The sentence, the dread sentence of
death, was the last of distinct accentuation which reached my ears. After that, the sound of the
inquisitorial voices seemed merged in one dreamy indeterminate hum.
8. Nicotine is one of the most harmful and widely available legal drugs in the world. It's
addictive and harmful both to smokers and the people passively exposed to smoke, especially
children. If you'd like to give up smoking, but don't know where to begin, create a structured
plan.
9. President Duterte on Thursday appealed for an end to violence, ahead of his first address to
Congress in which he said he would call for an end to conflicts.
―I don‘t see anything good coming out of this war. For the sake of our children, we have to
stop this war,‖ the President told a gathering of government troops, policemen, people
displaced by conflict and local officials. It was Mr. Duterte‘s first visit to a province in the
Autonomous Region in Muslim Mindanao (ARMM) since assuming the presidency on June
30.
10. How to keep your hair healthy? Wash your hair two to three times a week. Avoid hot
showers. Shampoo your scalp, not your roots. Towel-dry your hair before applying
conditioner. Brush your hair twice a day, from the bottom up. Use a low-heat setting for hair-
drying and point the nozzle down, not side-on. Try castor oil, hair oil and dry shampoo.
CITY SCHOOLS DIVISION OF TAYABAS
Tayabas City
LESSON EXEMPLAR
Grade 9-English
Quarter: FIRST
Theme: Enhancing the Self
Sub-Theme: Leaving a Legacy
Performance Standard:
Theoflearner
anding of how Anglo-American literature and other text types serve as means actively
enhancing the participates in to
self; also how a speech
use choir
through using effective verbal and non-verbal
strategies based on the following criteria: Focus,
Voice, Delivery, Facial Expression, Body
processing, information, assessing, summarizing Movements/ Gestures and Audience Contact.
wordderivationand
priate word order, punctuate marks and interjections to enable him/her to participate actively in speech choir.
I. LEARNING COMPETENCY
EN9LC-Id-8.4: Agree or disagree with the ideas of the speaker
EN9VC-Ic-3.8: Infer thoughts, feelings and intentions in the material viewed
Objectives:
1. Analyze how literature helps in discovering oneself
2. Share ideas and insights regarding the video clip viewed
3. Express agreement or disagreement to ideas listened to
4. Reflect on the theme of the literary piece by pondering on one‘s possible contribution to
the environment and humanity
Preliminary Activity
TASK 1: THE HARMONY OF MAN AND ENVIRONMENT (H.O.M.E)
Watch this video clip. Answer the following questions:
1. How would you rise to the challenges presented?
2. What do you think motivated them to do this video?
Source: https://www.youtube.com/watch?v=JPMpKK-YsLg
Activity
TASK 2: PICTURE ANALYSIS
Look at the picture. What could be the cause of these phenomena?
Sources:
http://www.dnaindia.com/mumbai/report-no-water-supply-no-wedding-bells-in-rural-thane-2069480
http://beforeitsnews.com/alternative/2014/08/7-of-10-tilting-s-ever-worsening-floods-part-two-3014948.html
http://www.geograph.org.uk/photo/3833138
http://bloomtrigger.com/en/home/pages/what-is-climate-change
TASK 3: LEND ME AN EAR
Listen to the video very well for the second time. Take note of the ideas presented
and indicate whether they agree or disagree.
TASK 4:
WHAT‟S IN A WORD?
Below are words you will find in the selection you will read. Match the words in Column A
with the corresponding meanings in Column B.
A B
1. betwixt a. to signify; to indicate
2. holden b. that is to say; namely
3. betokens c. between
4. tomorn d. to think of; to expect; to hope
5. weened e. Jesus
6. Jesu f. tomorrow
Analysis
TASK 6: COMPREHENSION CHECK
A. Written Questions: Answer each question in one sentence only.
1. Why was Queen Guinevere supposed to be burned at stake as a punishment?
2. What was King Arthur‘s first dream about?
3. What was the warning to King Arthur in his second dream?
4. Why did a knight draw his sword that caused an uproar among the knights leading to a battle
between the two force?
5. How was King Arthur mortally wounded in the battle?
B. Matching Questions: Match each question in Column A to its corresponding answer in
Column B. Write only the letter of your answer on the space provided.
A B
6. What was the noble sword called? a. Bishop of Canterbury
7. Who appeared in King Arthur‘s dream to warn him? b. Sir Lancelot
8. Who was KingArthur‘s bestfriend who rescued the c. Sir Thomas Malory
queen from being burned? d. Sir Gawain
9. Who was the hermit that buried King Arthur‘s corpse? e. Excalibur
10. Who wrote Le Morte d‘ Arthur (the work f. Avalon
which contains ―The Day of Destiny‖)?
C. Multiple Choice Questions: To which question does each of the word, phrase or statement
correspond? Encircle the letter of your answer?
11. brandishing
a. What is the word that means ―betrayal of the King‘s will‖?
b. What is the word that means ―morally upright‖?
c. What is the word that means ―shaking ina threatening way‖?
d. What is the word that means ―deserving of pity‖?
12. gained triumph through strength or superiority
a. What is the meaning of ―fell in a swoon‖?
b. What is the meaning of ―prevailed‖?
c. What is the meanign of ―piteous‖?
d. What is the meaning of ―brandishing‖?
13. larger-than-life figure usually of mysterious origins, who performs
extraordinary deeds with the aid of magic
a. How do you describe Sir Mordred?
b. How do you describe Morgan Le Fay?
c. How do you describe a romance hero?
d. How do you describe King Arthur?
14. He did not throw the noble sword into the water in his first two attempts?
a. How did Sir Bedivere betray King Arthur?
b. How did Queen Guinevere betray King Arthur?
c. How did Sir Lancelot betray King Arthur?
d. How did Sir Lucan betray King Arthur?
15. ―Here lies King Arthur, who was once king and king will be again.‖
a. What were King Arthur‘s final words?
b. What was written in King Arthur‘s tomb?
c. What did the Bishop of Canterbury tell the knight?
d. What was Sir Bedivere‘s final statement in his eulogy for King Arthur?
Abstraction
1.How would you describe King Arthur as a king? Locate a part in the story that will support your
answer?
2.What hope is given to people in his tomb saying Arthur is the “once king and king that will be”?
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?
We are an emerging division where excellence is a habit and allegiance for quality is a pledge.
What great deed did King Arthur achieve as he lived his life? What was his greatest legacy?
What pattern is used to develop the idea of the text? Point out the sequence signals or connectors in the text?
How do images or word pictures help you experience a scene in the excerpt of The Day of Destiny?
Application
TASK 8: MY LEGACIES
What would your legacy be? Accomplish the chart below.
My legacy to
Mother Earth
My legacy to my
people
My legacy to my
family
We are an emerging division where excellence is a habit and allegiance for quality is a
pledge.
The Day of Destiny
from 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 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 ageed 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 avanged 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 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.‖
―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.
We are an emerging division where excellence is a habit and allegiance for quality is a
pledge.
―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 Bedeivere 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, 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; ands 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.‖
―Alas,‖ said Sir Bedivere,‖ that was my lord King Arthur, which laid here buried in this chapel.‖ Then Sir
Bedivere swooned, and when he awoke he prayed the hermit that he might abide
with him still, there to live with fasting and prayers:
―For from hence will I never go,‖ said Sir Bedivere,‖ by my will, but all the days of my life here to pray for my
lord Arthur.‖
―Sir, you are welcome to me,‖ said the hermit, ―for I know you better than you think That I do: for you are Sir
Bedivere the Bold, and the full noble duke Sir Lucan the Butler was your brother.‖
Then Sir Bedivere told the hermit all as you have heard before, and so he stayed with the hermit that was
beforehand Bishop of Canterbury. And there Sir Bedivere put upon him poor clothes, and served the hermit full
lowly in fasting and in prayers.
Thus of Arthur I find no more written in books that been authorized, neither more of the very certainty of his
death heard i nor read, but thus was he led away in a ship wherein were three queens; that one was King Arthur‘s
sister, Queen Morgan le Fay, the other was the Queen of North Galis, and the third was the Queen of the Waste
Lands.
Now more of the death of King Arthur could I never find, but that these ladies brought him to his grave, and
such one was interred there which the hermit bare witness that was once Bishop of Canterbury. But yet the hermit
knew not in certain that he was verily the body of King Arthur; for this tale Sir Bedivere, a knight of the Table
Round, made it to be written.
Yet some men say in many parts of England that King Arthur is not dead, but carried by the will of our Lord
Jesu into another place; and men say that he shall come again, and he shall win the Holy Cross. Yet I will not say
that it shall be so, but rather I would say: here in this world he changed his life. And many men say that there is
written upon the tomb this:
(Here lies Arthur, who was once king and king will be again)
CITY SCHOOLS DIVISION OF TAYABAS
Tayabas City
LESSON EXEMPLAR
Grade 9-English
Quarter: FIRST
Theme: Enhancing the Self
Sub-Theme: Coping with Challenges
Performance Standard:
Theoflearner
nding of how Anglo-American literature and other text types serve as means actively
enhancing the participates in to
self; also how a speech
use choir
through using effective verbal and non-verbal
strategies based on the following criteria: Focus,
Voice, Delivery, Facial Expressions, Body
processing, information, assessing, summarizing Movements/Gestures and Audience Contact.
wordderivationand
ate word order, punctuation marks and interjections to enable him/her to participate actively in a speech choir.
I. LEARNING COMPETENCY
EN9LT-Ig-14: Analyze literature as a means of discovering the self
EN9LC-Ig-8.7: Draw generalizations and conclusions from the materials listened to EN9LC-Ib-
6.2: Infer thoughts, feelings and intentions of the speaker
Objectives:
1. Listen to the audio recording of and analyze the poem
2. Infer the persona‘s thoughts, feelings and intentions in the poem
3. Express effective ways of coping with challenges to enhance one‘s self
4. Show appreciation for the significant human experiences highlighted and shared during
the discussion
Activity:
TASK 1: TWISTERS
Work in pairs and reflect on the question: ―What do you consider
as your challenges in life?‖
Make a list of at least ten (10) challenges experienced by students
like you.
Rank the items on your list in order of difficulty – with 1 as the most challenging and 10 as
the least challenging.
Make a chart like the one below and fill it up with the entries called for.
Analysis:
TASK 2: WHY NOT?
Reflect on the following quotation:
After answering the question, listen to the audio recording of ―Mother to Son‖ by
Langston Hughes.
Mother to Son
by Langston Hughes
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.
But all the time
I‘se been a-climbin‘ on,
And reachin‘ landin‘s, And
turnin‘ corners,
And sometimes goin‘ in the dark
Where there ain‘t been no light. 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.
List the words that your group finds difficult in the poem
Use a dictionary to find the meaning of the words as well as the antonyms and synonyms
Share your group‘s output with the class
We are an emerging division where excellence is a habit and allegiance for quality is a pledge.
Group 5: More challenges
Talk about how the speaker/persona feels about the challenges in life.
Explain her reactions to such challenges.
Point out the lines or phrases that shed light on these.
Use a table like the one shown below for your group‘s responses:
Abstraction:
TASK 5: MUSICALLY YOURS
Scout for songs that express any of the following experiences:
Application:
TASK 6: MAGIC 8
Work in groups of five and find out how familiar you and your group mates
are with the Magic 8 ways.
Point out which of them you already have experienced as you
face the challenges of everyday life and as the basis for self-improvement.
Jot down your thoughts about how your experiences have given you a second chance for self-
enhancement.
Share your thoughts with your peers, group mates, and others.
MAGIC 8
WAYS
See hardships as challenges rather than insurmountable obstacles.
Focus on the positive rather that the negative effects.
Take comfort in the love and support of the family.
Look for and take comfort in small pleasures.
Develop a greater sense of pride or accomplishment from the challenges
or decision made.
Offer opportunities to all who can provide solutions.
Increase tolerance under extreme conditions.
Act and think like what you do makes a difference.
Application:
We are an emerging division where excellence is a habit and allegiance for quality is a
pledge.
COLLAGE MAKING RUBRIC
1 2 3 4
Variety of Limited variety of Adequate variety of Good variety of Excellent variety of
Pictures pictures is used to pictures is used to pictures is used to pictures is used to
(used to develop develop the main develop the main idea. develop the main develop the main idea.
main idea) idea. idea.
Ideas (originality Many original ideas in
Few original ideas in Some original ideas in Several original ideas
and interest) material and display
material or display are material or display are in material or display
are evident and
evident to stimulate evident to stimulate are evident to
stimulate a
interest. some interest. stimulate much
great deal of interest.
interest.
LESSON EXEMPLAR
Grade 9-English
Quarter: FIRST
Theme: Enhancing the Self
Sub-Theme: Living With A Purpose
Content Standard:
The learner demonstrates understanding of how Anglo-American literature and other text types serve as a means of enhan
Performance Standard:
The learner actively participates in a speech choir through using effective verbal and non-verbal activities based on the follo
voice, Body
Delivery,FacialExpressions,
Movements/GesturesandAudience Contact.
I. LEARNING COMPETENCY
EN9LT-Ih-14: Analyze literature as a means of discovering the self EN9SS-
Ie-1.5.1: Skim to determine key ideas and author‘s purpose
Objectives:
1. Identify the literary devices used in the poem
2. Read the poem and analyze the author‘s intentions and viewpoints reflected in the piece
3. Point out the values learned from the poem
4. Perform a poem reading
5. Show cooperation and unity in performing group tasks
III. LEARNING
TASKS
Introduction:
For you, what is your meaning of life? How do you live your life?
Preliminary Activity:
TASK 1: WHAT‟S IN A QUOTE?
Choose any quotation about life and explain it.
1. Buddha: ―Do not dwell on the past, do not dream of the future, concentrate
the mind on the present moment.‖
2. Cesare Pavese: ―We do not remember days, we remember moments.‖
3. Seneca: As long as you live, keep learning how to live.‖
4. Hippocrates: ―The art is long, life is short.‖
5. Lou Holtz: ―Life is ten percent what happens to you and ninety percent how you respond
to it.‖
Activity:
TASK 2: GETTING TO KNOW THE AUTHOR
View a video clip on the life of Henry Wadsworth Longfellow. List down the important
information about the author based on what you have watched.
Source: https://www.youtube.com/watch?v=DsKJom0yKnQ
Analysis:
TASK 5: RHYME
Identify the rhyming words and the rhyme scheme used by each stanza.
1. 1.
2. 2.
3. 3.
Abstraction:
TASK 7: SMALL GROUP DIFFERENTIATED WORK
Work in 6 groups. With your groupmates, read the poem aloud and perform your
assigned task.
Group 1
Look for words in the poem which are opposite in meaning to each of the following.
Group 2
Discuss your answers to the following questions.
What according to the poem is our ―destined end‖ or purpose?
Is the poem morally uplifting and sentimental? Prove your point.
How can one be man according to Longfellow?
What conditions are suggested by the persona/speaker in order for anyone to become a
man? Recite lines that illustrate each condition?
Group 3
Think about:
what the speaker says life is not.
the command, ―Act, act in the living present.‖
the last four lines of the poem.
the quotation you choose as closest to your philosophy in life.
why the poem is an inspirational one.
how the poem celebrates the gift of life.
Group 4
Which of the line suggests:
People should continue to appreciate life on earth as very important
and real
A time to act is NOW, to make spiritual, moral, and intellectual marks in this world
People not to waste the short time that they have
Act as heroes amidst the earth‘s strife
Work toward personal achievement
Group 5
Share your answers to the following questions:
Do you believe that Longfellow has a strong view of life?
How does Longfellow‘s view of life compare with your own view?
Point out the lines in the poem that:
- show Longfellow has a strong optimistic view of life
- you think young people might or might not agree with
PHILOSOPHY IN
LIFE
Longfellow‟s View My View Results
Group 6
What are the values expressed in the poem? Do the people still share the values
expressed in the Psalm of Life? Prove it.
Application:
TASK 8: BRAINSTORMING
Discuss with three or four of your classmates what you like about the following
then share to the class.
Category 4 3 2 1
Content Delivery shows a
Delivery shows a
Delivery shows a full good understanding Does not seem to
good understanding
understanding of the of parts of the understand the
of the topic.
topic. topic. topic very well.
Preparedness Students is
Students seems pretty
Student is com- somewhat prepared, Students does not
prepared but might
pletely prepared and but it is clear that seem at all
have needed a couple
has obviously rehearsal prepared to
more rehearsals.
rehearsed. was lacking. present.
LESSON EXEMPLAR
Grade 9-English
Quarter: FIRST
Theme: Enhancing the Self
Sub-Theme: Living with a Purpose
Content
Performance Standard:
Standard:
The learners demonstrate
The learner actively participates in aunderstanding of howusing effective verbal and non-verbal strategies based on the following
speech choir through
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, punctuate marks Movements/Gestures Contact. and Audience
and interjections to enable him/her to participate
actively in speech choir.
I. LEARNING COMPETENCY
EN9V-Ig-12.3: Note types of context clues used for a given word or expression
Objectives:
1. Develop inferential comprehension skills by figuring out unknown words using context
clues
2. Determine the type of context clue used for a given word or expression
3. Enhance word knowledge by selecting and generating words
4. Exhibit giving importance to knowledge of context clues by arriving with the meaning of
unfamiliar words in passages when dictionary is not availble
Preliminary Activity:
TASK 1: WORD DOMINOES
The students will work as team. Each team is given the entire set of
dominoes.
Directions:
1. The students read the sentences and use clues to determine the meaning of the underlined
word.
2. The students then must search the remaining dominoes to find the definition of the word.
3. The students should line up the sentence with the underlined word next to its definition in the
same way to connect dominoes.
4. When completed, the students should be able to connect all of the dominoes from start to
finish.
We are an emerging division where excellence is a habit and allegiance for quality is a pledge.
Source: https://www.pinterest.com/pin/191895634095895163/
Activity:
TASK 2: LET‟S PLAY DETECTIVES!
1. Suppose you are detectives using clues to figure out what an unfamiliar word
means.
2. You will work in pairs in analyzing this sentence: “The vixen was not as fortunate.”
3. Define or guess the meaning of the underlined word. Share your definitions with your
partners.
Do you think there is not enough context in the sentence to infer the meaning of the word vixen?
Analysis:
TASK 3: LPR3 MNEMONIC
The LPR3 mnemonic is a useful aid for figuring out unknown words from context.
Predict-quickly predict the word's meaning, remembering that a wrong prediction is often a good start
Reason-think more carefully about the word's meaning, trying to be as precise as the context clues permit
Resolve-recognize that you may need to take other steps (e.g., look it up, ask someone)
Apply the reminder/mnemonic to get the meaning of the unfamiliar words in the following sentences.
1. Even when the police officers put the handcuffs on my mother, she maintained her
We are an emerging division where excellence is a habit and allegiance for quality is a
pledge.
dignity, holding her head up high as she was marched off the protest site.
2. The rays from the rising sun shined splendidly through our kitchen window.
3. John was so hungry that he didn‘t leave a single particle of the muffin on the plate.
4. Cassie took her time when she wrote in cursive, slowly making each word out of an elegant
series of arcs and loops.
5. Kevin thought that it was a great injustice that girls could wear earrings in the school while
the boys could not.
Abstraction:
Source: http://www.readwritethink.org/files/resources/lesson_images/lesson1089/types_context_clues.pdf
Application:
2. The teacher the class. She was a bit unhappy with how they had
behaved at the assembly.
3. The teacher the class. They rehearsed so hard for the play and it paid
off!
4. Charlie was .
5. Unlike Kevin, who was excited when he killed his first deer, Charlie was .
Now, working with your partner, enhance the context of at least two of the sentences using the
types of context clues you learned about. As an example, for any inference clue, you might
rewrite sentence 4 to read, “After working a double shift, Charlie was exhausted.” Write your
two revised sentences in the space below and indicate what type of context clue is being used.
Assessment:
TASK 6: CHECKPOINT
Find the meaning of the underlined words in the following sentences using context clues.
Source: https://s-media-cache-ak0.pinimg.com/736x/9e/4f/4e/
9e4f4e12c3edc26b95c9f63e31ebb61b.jpg
CITY SCHOOLS DIVISION OF TAYABAS
Tayabas City
LESSON EXEMPLAR
Grade 9-English
Quarter: FIRST
Theme: Enhancing the Self
Sub-Theme: Celebrating Self-Worth
Content Standard:
The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of enhanci
Performance Standard:
The learner actively participates in a speech choir through using effective verbal and non-verbal strategies based on the foll
Voice, Body
Delivery,FacialExpressions,
Movements/ Contact. Gestures andAudience
I. LEARNING COMPETENCY
EN9LT-If-14: Analyze literature as a means of discovering the self
EN9LT-If-2.2.3: Determine tone, mood, technique, and purpose of the author EN9WC-Ih-
3.6: Use literary devices and techniques to craft poetic forms
Objectives:
1. Determine tone, mood, technique, and purpose of the author in writing the poem
2. Analyze literature as a means of discovering the self
3. Make inferences on the content of the poem based on the title
4. Reflect on the values highlighted in the poem through writing a poem using literary
devices and techniques
Preliminary Activity:
Occupation Genre
Short-story writer, novelist, poet, Short story, novel, children's literature, poetry,
travel literature, science fiction
journalist
Notable works
―The Jungle Book‖, ―Just So Stories‖, ―Kim‖, ―Captains Courageous‖ "If—"
"Gunga Din", "The White Man's Burden"
Activity:
If you can keep your head when all about you Are
losing theirs and blaming it on you,
If you can trust yourself when all men doubt you, But
make allowance for their doubting too;
If you can wait and not be tired by waiting, Or
being lied about, don‘t deal in lies,
Or being hated, don‘t give way to hating, And yet
don‘t look too good, nor talk too wise:
If you can dream—and not make dreams your master; If you can
think—and not make thoughts your aim;
If you can meet with Triumph and Disaster And treat
those two impostors just the same;
If you can bear to hear the truth you‘ve spoken Twisted
by knaves to make a trap for fools,
Or watch the things you gave your life to, broken, And
stoop and build ‘em up with worn-out tools:
If you can make one heap of all your winnings And risk
it on one turn of pitch-and-toss,
And lose, and start again at your beginnings And
never breathe a word about your loss;
If you can force your heart and nerve and sinew To serve
your turn long after they are gone,
And so hold on when there is nothing in you Except the
Will which says to them: ‗Hold on!‘
If you can talk with crowds and keep your virtue, Or walk
with Kings—nor lose the common touch, If neither foes
nor loving friends can hurt you,
If all men count with you, but none too much; If you
can fill the unforgiving minute
With sixty seconds‘ worth of distance run, Yours is
the Earth and everything that‘s in it, And—which is
more—you‘ll be a Man, my son!
Analysis:
2. Did the title serve as big clue to project on the meaning of the poem? Explain.
3. What technique did the author used in the poem?
4. What is the tone and mood of the author?
5. How can one be a man according to R. Kipling?
6. What purposes are stated in each stanza?
7. Is the message of the poem worthwhile? Prove your point.
8. How important is the poem‘s message in your life?
Abstraction:
Overcome challenges and obstacles in life; don‘t let them beat you.
Follow your dreams and set up your goals.
Be realistic.
Continue, keep going; don‘t stop even if there are many challenges in your way.
We are all equal and no one is above anyone else.
Do not waste time. Use every minute of your time wisely.
Be true to oneself.
Understand people who think differently from you and provoke you to do evil actions.
Always do what is right and just.
Know the value of self-worth without being too proud of your own qualities.
Overcome obstacles in life.
Application:
TASK 6: REFLECTIONS
What have you learned from the poem?
What approach to life do you think the poet intended to show and
share in the poem?
What new and special way does the poem give you of enhancing yourself that can be
celebrated?
How will it help you to become a better person?
Assessment:
Form The poem is not The poem is The poem is written in The poem is complete
written in its proper somewhat written in its proper forms with a and follows its
form. its proper form. few mistakes. intended form.
Reference: http://www.rcampus.com/rubricshowc.cfm?sp=yes&code=J2359B