EN228 CMap PDF

Curriculum
Map
2
English Communication Arts Series (ECAS)
Eighth Edition
K to 12 Curriculum Compliant
Grade 9: ECAS through Anglo-American and Philippine Literatures
Teachers Wraparound Edition

Program Standard The students demonstrate communicative competence through their understanding of literature and other texts
types for a deeper appreciation of Philippine Culture and those of other countries.
Grade Level Standard The students demonstrate communicative competence through their understanding of British-American and
Philippine Literature, and other text types for a deeper appreciation of Philippine Culture and those of other
countries.
Content Standard The students demonstrate understanding of how Anglo-American literature and other text types serve as means of
enhancing the self; processing, assessing, summarizing information, word derivation and formation strategies, appro-
priate word order, punctuation marks, and interjections to enable them to participate actively in a speech choir.
Performance Standard The students transfer learning by actively participating in a speech choir through using effective verbal and
nonverbal strategies based on the following criteria: focus, voice, delivery, facial expressions, body movements/
gestures, and audience impact.
Legend:
A – RC/SS (Reading Comprehension/Study Skills), B – LC (Listening Comprehension), C – VC (Viewing Comprehension), D – VD (Vocabulary Development), E – Lit (Litera-
ture), F – WC (Writing and Composition), G – OL/F (Oral Language and Fluency), H – GA (Grammar Awareness)
Unit Number 1
Unit Title English Literature—From Its Beginnings to the Renaissance
Number of Days 50 days
Core Understandings
Topics Competencies Assessments Activities Values Integration
and Core Questions
Lesson 1 Students will understand A1 Identify sensory • Seatwork A1 Answer questions • Heroism
The Beginnings of Eng- that: details • Worktext exercises about utilizing • Courage
lish Literature: U1 One’s hero could ECAS9RC-I-l.1 • Assignment one’s senses
be someone else’s • Recitation
The Old English Period
villain and one’s B1 Evaluate a song • Quiz B1 Listen to a
8 days adaptation of an • Performance Task recording of the
villain could be
someone else’s hero. epic • Unit Test song adaptation
U2 Love is selfless and – show apprecia- of Beowulf and
can triumph over tion for songs, compare the mood
tragedy. poems, and and emotions
U3 Our concepts of other listening produced when
what is “true,” texts reading the epic
“noble, ”heroic,” – Compare
and “good” are and contrast
influenced by information
national, cultural listened to
(traditional and pop – Process infor-
culture), religious, mation men-
historical, and tioned in the
literary values that text listened to
continually change EN10LC-Ih-14.3
as time progresses. EN9LC-Ih-8.8
U4 Studying hones our EN9LC-Ia-8
natural abilities.

3
4
Students will keep C1 Infer thoughts, C1 Make a photo
considering the following feelings, and collage of your city
questions: intentions in the and show it to class
Q1 Are “heroic” material viewed
qualities universal EN9VC-Ia-c-3.8
and timeless?
Q2 How is love C2 Recognize words C2 Cross out the silent
manifested in with silent letters letter/s in each
the stories and and unpredictable word

poems of the old spelling
and early-modern ECAS9VC-I-l.1
English literature?
Q3 What influences D1 Provide words D1 Fill in each
our concepts of or expressions blank with the
what is “true,” appropriate for a correct idiomatic
“noble,” “heroic,” given situation expression
and “good”? EN8V-Ia-10.2
Q4 Why do we have to EN9V-Ia-b1
value study?
E1 Express appre- E1 Go back to the
ciation for sensory story and highlight
images sentences that use
EN9LT-Id-2.2.1 sensory images
E2 Analyze literature E2 Write a paragraph

as a means of to answer the
discovering the self questions about
EN9LT-Ia-14 the literary piece
E3 Visualize poetic E3 Tell what pictures

imagery come to mind
ECAS9LT-I-l.1 when you read the
given phrases
G1 Produce the cor- G1 Pick the words that
rect sounds of have the given
English: sounds, and use
– produce the them in sentence
sound \a\ cor-
rectly
– produce the
sound \ā\ cor-
rectly
EN9F-IIc-d3.11.1
H1 Use appropriate H1 a. Divide the

punctuation marks given text into
and capitalization sentences by
to convey meaning capitalizing the
– Use phrases, first word of
clauses, and each sentence
sentences ap- and putting
propriately and the proper end
meaningfully punctuation
EN9G-Ia-1.6/1.7 H1 b. Add the com-
EN7G/II-a-1 plete predicate
to complete
the sentence
H2 Distinguish be- H2 Write CS on the

tween sentences line if the group of
and fragments words is a com-
ECAS9G-I-l.1a plete sentence and
F if it is a fragment
H3 Convert fragments H3 Convert the given

into sentences sentence frag-
ECAS9G-I-l.1b ments into sen-
tences

5
6
Lesson 2 A1 Examine sample A1/E4 • Life’s worth
The Middle English texts representative Go over the discussion • Facets of love
Period of each type texts and selections
11 days – Skim to deter- covered in this book
mine key ideas so far and identify the
and author’s purposes for each
purpose
EN9WC-Id-8.1
EN9SS-Ie-1.5.1

A2 Give another title A2 Suggest another
for the story appropriate title for
– Identify ad- the story
vance organ-
izers, titles,
subtitles, illus-
trations, etc. in
a given text
EN9RC-Ii-18
B1 Appreciate a ballad B1 Listen to a song

set to music version of the
– Infer thoughts, ballad Lord Randal
feelings, and and answer the
intentions of questions that
the speaker follow
– Draw gener-
alizations and
conclusions
from the mate-
rial listened to
ECAS9-LT-I-l.2
EN9LC-Ib-6.2
EN9LC-Ig-8.7
B2 Paraphrase the text B2 Listen as the
listened to teacher reads lines
EN9LC-IIc-3.12/3.14 from the Knight’s
Tale and work
with a partner to
paraphrase the
lines
D1 Distinguish D1 Use the dictionary

between similar to differentiate
words and phrases between the given
– Use various words
strategies to
decode the
meaning of
words
EN8V-IVa-15
E1 Recognize charac- E1 a. Work with a

teristics of ballads group and
– Identify types identify the
and features of sections of the
poetry given poem
– Identify the that reflects
distinguish- the common
ing features of characteristics
notable Anglo- of ballads
American E1 b. Use the chart
lyric poetry, to answer the
songs, poems, given ques-
sermons, and tions
allegories
EN9LT-Ia-14.1

EN9WC-If-9.1
7
8
E2 Explain how the E2 Choose
elements specific characteristics
to a selection build from the chart
its theme and explain how
– Explain how they help build the
the elements theme of the given
specific to a ballad
genre con-
tribute to the
theme of a

particular liter-
ary selection
EN9LT-Ib-14.2
EN9LT-Ic-2.2
E3 Draw similarities E3 Compare and

and differences of contrast the two
the featured selec- poems’ themes
tions in relation to using the Venn
the theme diagram
EN9LT-Ih-2.3
E4 Determine tone,
mood, technique,
and purpose of the
author
EN9LT-If-2.2.3
E5 Explain how a E5 Answer the

selection may questions about
be influenced by the selection
culture, history,
environment, and
other factors
EN9LT-Ii-3
F1/G1 F1/G1
Write a simple ballad In groups, write own
– Compose forms of ballads using what has
literary writing been learned about
– Use literary devices popular ballads and
and techniques to present it to class
craft poetic terms
– Produce the
correct beat and
rhythm in deliver-
ing jazz chants and
raps
– Use the appro-
priate sounds
of English when
delivering lines in a
speech choir
– Produce the
correct beat and
rhythm in deliver-
ing jazz chants and
raps
EN9WC-Ie-9
EN9WC-Ih-i3.6
EN9OL-Ia-c1.15
EN9F-Ib-c3.1

9
G2 Produce the cor- G2 a. Practice pro-
rect sounds of nouncing the
English: sound \th\ in
– Produce the the words
sound \th\ cor- G2 b. Read these
rectly sentences for
– Read words testing and
with conso- practice on the
nant clusters articulation of
EN9F-IIc-d3.11.1 the consonant
10 Teachers Wraparound Edition

clusters \sts\
and \sks\.
Lesson 3 B1 Summarize infor- B1 Work with a • Love in the midst
The Renaissance in mation from the partner and listen of tragedy
England (1450–1650) text listened to to any song from
EN9LC-Ii-3.14 Shakespeare’s
13 days
plays. Then, sum-
marize it in your
own words
C1 Assess the rel- C1 Work with a group

evance and worth and watch a music
of ideas presented video, movie, or
in the material clip that shows a
viewed rendition of the
– Draw gener- play Romeo and
alizations and Juliet and answer
conclusions the questions
from the mate- given. Present your
rial viewed insights about the
EN9VC-If-g19 video using Power-
EN9VC-Ih-i1.5/2.5 Point presentation
or another multi-
media platform
E1 Explain the literary E1 Work with a
devices used partner to answer
EN9LT-Ie-2.2.2 questions about
the use of literacy
devices in one
of Shakespear’s
sonnets
E2 Determine tone, E2 Answer the ques-

mood, technique, tions about the
and purpose of the selection read
author
EN9LT-If-2.2.3
G1 Deliver a G1 Work with a part-

memorized oral ner to memorize
speech before an any song from
audience with ease Shakespeare’s
and fluency plays. Then, recite it
EN8OL-IVg-1.5/IVi- in class
1.5
G2 Use the appropri- G2 Do a speech choir

ate and effective of the play Romeo
speech conven- and Juliet
tions expected
in speech choir
presentations
– Use the appro-
priate gestures
(hand, face,
and body)

11
– Use the correct
pitch, juncture,
stress, intona-
tion, rate of
speech, vol-
ume, and pro-
jection when
delivering
lines of poetry
and prose in a

dramatic and
conventional
speech choir
EN9F-Ih-i3.14
EN9OL-If-g2.6.2
EN9F-Id-e1.14
G3 Produce the cor- G3 Read the sentences

rect sounds of carefully differenti-
English: ating between the
– Distinguish two sounds
between the
sounds \ä\
and \ә\
– Articulate the
vowel sound
\ō\
EN9F-IIc-d3.11.1
H1 Use interjections to H1 Draw a comics strip
convey meaning of a scene from the
EN9G-Ia-18-Ii-18 Merchant of Ven-
ice or Hamlet. Use
interjections in the
dialogue
H2 Observe agree- H2 Use the present

ment between tense form of the
subject and verb verb after each
EN7G-I-a-11 item
H3 Avoid run-on sen- H3 Write RO on the

tences lines beside the
– Identify run-on run-on sentences
sentences that need to be
ECAS9G-I-l.3a separated into two
shorter and simpler
parts. Otherwise,
leave the line blank
H4 Use coordinating H4 Correct the fol-

conjunctions lowing run-on
– Construct sentences by
compound combining related
subjects and elements into com-
compound pound subjects or
predicates compound predi-
ECAS9G.I.l.3b cates

13
H5 Use word and H5 a. Insert the
phrase modifiers indicated word
– Place modifiers modifier where
correctly it belongs in
– Form modifiers the sentence
– Use clause H5 b. Combine
modifiers each pair of
– Combine sen- sentences
tences using by using a

clause modi- V-ing form of
fiers modifier
EN8G-IVa-15 H5 c. Combine
ECAS9G.I.l.3c each pair of
ECAS9G.I.l.3d sentences
into one good
sentence
using a clause
modifier
Lesson 4 A1 Take note of se- A1 Go online and • Honor
Other Works from the quencing signals or look for an article • Contentment
Renaissance Period connectors to de- that shows tips on • Valuing studies
termine patterns of studying. Scan for
18 days
idea development sequence signals in
given in a text the text and note
EN9RC-Ic-13.2 them down. Iden-
tify the purpose
of the transitional
devices used
A2 Scan sequence A2 Evaluate an online
signals or connec- article with se-
tors to determine quence signals
patterns of idea
development
EN9RC-Id-13.2
A3 Determine how A3 Read the selection

paragraphs are carefully and point
related out how each para-
ECAS9RC-I-l.4 graph is related to
the preceding one
A4 Identify and formu- A4 a. Point out the

late topic sentenc- topic sentence
es in each of the
EN8RC-IVa-2.21.1 paragraphs
A4 b. Identify the
topic sen-
tences if they
are expressed,
and formulate
them if they
are implied
B1 Judge the rel- B1 Listen as the

evance and worth teacher reads the
of ideas presented last part of “Of
– Make decisions Studies” by Francis
on what is Bacon. Then, form
listened to groups and identify
EN9LC-If-8.2 the main points in
EN9LC-Ie-8.6 the essay

15
D1 Arrive at the D1 a. Identify wheth-
meanings of words er the follow-
through word for- ing words were
mation (clipping, formed from
blending, acrony- compounding,
my, compounding, clipping, or
folk etymology) blending. Then,
EN9V-Ie-11 write their
meanings

D1 b. Give more
examples of
compound
words, clipped
words, and
portmanteaus
with their
meanings
D2 Explain how words D2 Name eponyms in

are derived from the category given
names of persons to the group
and places
EN9V-Ic-15
D3 Construct defini- D3 Complete the

tions definitions
EN10V-IIa-13.9
E1 Identify with a E1 a. Pretend that as
character the main char-
Analyze literature acter (Rosalind
as a means of dis- or a man in a
covering the self similar situa-
EN9LT-Ia-14 tion) and write
a letter to a
beloved ex-
pressing your
feelings
E1 b. Memorize a
stanza from
any of the
poems and de-
liver it in class
F1 Choose a subject F1 Study the subjects

for a composition and suggest more
ECAS9WC-I-l.4a specific titles that
may be derived
from each subject
F2 Organize an outline F2 a. Rearrange the

ECAS9WC-I-l.4b garbled outline
into main
headings and
subdivisions
F2 b. Rearrange
the items
under the
main heads.
Determine the
subheads

17
F2 c. Rearrange the
items in an
outline, fitting
them into
logical main
heads and
subheads
F3 Choose an interest- F3 Write two differ-

ing introduction to ent beginnings for
a composition each of the sub-
– Write begin- jects given
nings
ECAS9WC-I-l.4c
F4 Write a conclusion F4 Write good end-

to a composition ings for each of the
– Use a variety beginnings previ-
of techniques ously written
to formulate a
conclusion
EN8WC-IId-2.8.9
F5 Distinguish among F5/F6

informative, jour- Choose one topic to
nalistic, and literary write about and decide
writing whether to write an
EN9WC-Ia-8 informative, journalistic,
or literary text. Then,
F6 Writing an informa- have the class label it
tive, journalistic, or accordingly
literary writing
EN8WC-IIId-2.2.16
EN8WC-IVe-3.4
EN9WC-IIf-9
G1 Read with G1 Stress the verbs in
emphasis sentences
ECAS9OL-I.l.4a
G2 Read with correct G2 Read sentences,

stress putting the stress
ECAS9OL-I.l.4b on the right words
H1 Use parallelism H1 Write five

– Use parallel sentences showing
structures parallelism
EN8G-Ia-7

19
Grade Level Standard The students demonstrate communicative competence through their understanding of British-American Literature,
Philippine Literature and other text types for a deeper appreciation of Philippine Culture and those of other
countries.
Content Standard The students demonstrate understanding of Anglo-American literature and other text types serve as means
of valuing other people; understanding of strategies in processing information, different forms of adverbs, and
conditionals for them to play an active part in a Chamber Theatre presentation.
Performance Standard The students transfer learning by proficiently playing an active part in a Chamber Theatre presentation through

employing effective verbal and nonverbal strategies based on the following criteria: focus, voice, delivery, facial
expressions, style and body movements or gestures.
Legend:
A – RC/SS (Reading Comprehension/Study Skills), B – LC (Listening Comprehension), C – VC (Viewing Comprehension), D – VD (Vocabulary Development), E – Lit (Litera-
ture), F – WC (Writing and Composition), G – OL/F (Oral Language and Fluency), H – GA (Grammar Awareness)
Unit Number 2
Unit Title Two Streams—English and American Literatures
Core Understandings
and Core Questions
Lesson 1 Students will understand A1 Get information • Recitation A1 Get information • Spending youth
English Stream: The that: from various print • Group Work from various print productively
Neoclassical Period U1 A literary piece media • Assignment media resources, like • Belief in and dedi-
may agree with EN9RC-IIb-19 • Worktext exercises brochures, pam- cation to God
15 days
or challenge the • Performance Task phlets, periodicals, or
cultural, social, in- • Unit Test audio-video record-
tellectual, historical, ings and write down
and political norms the difficult words in
of its time. it
U2 For British Romantic A2 Recognize and iden- A2 Identify what is
Literature the tify faulty reasoning wrong with the
“spontaneous ECAS9RC-II-l.1b given reasoning
overflow of
powerful feelings”
described by B1 Evaluate the use B1 Choose an
William Wordsworth of reasoning advocacy
was not only about in advocacy advertisement
love but also about advertisements on a social, moral,
other emotions, – Listen to or economic
nature, and paraphrase; national issue that
individuality. summarize the student feels
U3 Victorian Literature information strongly about
was characterized from or want to learn
by its reaction persuasive text more about and
(celebration/ – Use condition- summarize it for its
critique) to the als to express message
scientific and arguments
technological EN9LC-IIc-3.12/3.14
progress – Reflect on the
characteristic of its ideas of the
historical context. speaker
U4 Although pre- EN9LC-IIIb-6.3
20th century – Interpret the
American Literature information
was initially listened to
characterized by its EN9LC-IIIc-6.4
similarity to British – Recognize
Literature, it soon faulty logic,
took on an identity unsupported
of its own, mirroring facts, and emo-
the emerging tional appeal
American identity. EN9LC-IIId-6.5

21
Students will keep – Provide ap-
considering the following propriate and
questions: critical feed-
Q1 In what way does back/reaction
history influence to a specific
literature? context or situ-
Q2 How was the ation
Romantic Period EN9LC-IIIe-3.13
in British Literature
C1 Recognize C1 Evaluate the

“romantic”?
Q3 Were the Victorian propaganda in relevance and the
poets also commercials truthfulness of the
“romantic” or were ECAS9VC-II-l.1 ideas used by a
their concerns commercial. Cite
significantly specific details to
different from the support the evalua-
Romantic poets? tion
Q4 Was pre-20th
century American D1 Note types of D1 Use the diction-
Literature truly context clues used ary to differentiate
different from for a given word or between the words
British Literature or expression in each pair
simply a copy of it? EN9V-Ig-12.3
D2 Master roots, pre- D2 a. Identify the

fixes, and suffixes root word
– Explain the of the given
meaning of a words and
word through use each in a
structural anal- sentence
ysis (prefixes, D2 b. Add a prefix
roots, suffixes) before each
EN8V-IIIa-c-15.3 word to give
the idea of
“opposite”
D3 Determine the D3 List the vocabulary
vocabulary or words, expressions,
jargons expected and jargon used in
of a particular the different com-
communicative municative styles
style
EN9V-IIf-28
E1 Draw similarities E1 Compare and

and differences of contrast the two
the featured selec- poems “The Lamb”
tions in relation to and “The Tiger” by
the theme writing a para-
EN9LT-IIh-2.3 graph explaining
how these similari-
ties and differences
relate to the theme
of creation and
the dichotomy of
between good and
evil
F1 Develop lines in a F1 Write a paragraph

poem developing either
Write a paragraph of the given lines
on a given topic
ECAS9WC-II-l.1a
ECAS9WC-II-l.1b
F2 Summarize the F2 In one or two sen-

selection tences, summarize
ECAS9WC-II-l.1c the thought given
in the stanzas

23
F3 Give an opinion, F3 Write a paragraph
recommendation, to express an opin-
or argument using ion, recommenda-
modals tion, or argument
ECAS9WC-II-l.1 on the given issues
using the expres-
sions accurately to
reflect feelings
F4 Write an advertise- F4 Pretend that you

ment are selling some-
ECAS9WC-II-l.1d thing: a house,
a car, or a wrist-
watch. Structure
an attractive
advertisement for
the item, apply-
ing what you have
learned about the
power of evoking
images with words
G1 Produce the cor- G1 Read the first four

rect sounds of stanzas of Gray’s el-
English egy and pick words
Recognize the long with the following
vowel sounds sounds: \ī\, \ā\, \ō\,
EN9F-IIc-3.11.1 \ū\
EN9F-IId-3.11.1
G2 Test yourself and
practice articulat-
ing the unstressed
vowel sound with
\r\
H1 Form conditional
sentences from
the cards showing
conditional clauses
the teacher will
give you
H2 Think of a situation
you feel strongly
about and use con-
ditional sentences
in the composition
H3 Use modals and

nonverbal behavior
in you role-playing
of a person doing
business in a gov-
ernment or private
agency

25
Lesson 2 A1 Distinguish the A1/E1/E2/E4 • Appreciation of
English Stream: The features present in Work with a partner nature
Romantic Period poetry and prose and compare and • Love
ECAS9SS-II-l.2 contrast some of the
6 days
features used in both
works by filling out the
table
A2 Match diagrams A2 Study the sketches

with their corre- and answer the

sponding write- questions on defin-
ups ing the italicized
EN9RC-IIh-11.1.1 terms by referring
to the sketch
A3 Sense the differ- A3/A5

ence between Choose your favorite
linear and nonlin- science topic that can
ear texts be presented through
EN9RC-IIf-11.1 infographics
A4 Interpret informa- A4 Study the diagram

tion found in non- of how radar works
linear texts such as and answer the
diagrams, maps, questions that fol-
charts, etc. low
EN9RC-IIg-5
A5 Organize informa- A4 Study a diagram of
tion in various ways how radar works
(outlining, graphic and answer com-
representations, prehension ques-
etc.) tions
EN9RC-IIi-2.15
C1 Evaluate video C1 Compare three

presentations of a clips to see which
poem one is the best
– Judge the interpretation of
relevance and the poem
worth of ideas
presented in
the material
viewed
EN9VC-IIh-19
D1 Use the devices of D1 Study the sketches

scientific exposi- of different kinds
tion of feet and match
– Defining scien- each with its name
tific terms
ECAS9V-II-l.2
E1 Explain how the

elements specific
to a genre contrib-
ute to the theme of
a particular literary
selection
EN9LT-IIc-2.2

27
E2 Explain how a
selection may
be influenced by
culture, history, en-
vironment, or other
factors
EN9LT-IIi-3
E3 Analyzing literature E3 In small groups

as a means of valu- discuss the answers
ing other people to questions about
and their various Percy Bysshe
circumstances in Shelley’s “To a
life Skylark”.
EN9LT-IIa-15
E4 Explain how the

elements specific
to a selection build
its theme
EN9LT-II-0-14.2
G1 Produce the cor- G1 Go over “The

rect sounds of Indian Serenade”
English and pick all the \ē\
Identifying the sounds as in eat
sound \ ē\
EN9F-IIc-3.11.1
G2 Describe pictures G2 Describe the
projected upon pictures projected
one’s imagination upon one’s
through the given imagination
lines in a poem through the given
ECAS9OL-II-l.2 lines and phrases
G3 Produce the G3 Practice

correct sounds of articulating the
English contrasting sounds
Contrasting the \p\ and \f\
sounds \p\ and \f\
EN9F-IIc-3.11.1
Lesson 3 A1 Compare and con- A1 Write a paragraph
English Stream: The trast similar infor- explaining which
Victorian Period mation presented attitude about
in different texts death is close to
7 days
EN9RC-IIa-3.2.7 one’s own attitude
and compare and
contrast with the
attitude on death
in the artists’ works
A2 Recognize A2 Explain the

symbolism symbolism of the
ECAS9RC-II-1.3 given words
B1 Compare moods B1 Listen to the

evoked by a poem performance of
and a musical the “The Forsaken
piece Merman” set in
ECAS9LC-II-l.3 song

29
E1 Determine tone, E1 Work with a group
mood, technique, to answer the
and purpose of the given questions
author about the mood
EN9LT-IIf-2.2.3 and attitude of the
poems
G1 Produce the cor- G1 Practice pronounc-

rect sounds of ing the \th\ sound
English in these words

Mastering the
sound \th\
EN9F-IIc-3.11.1
G2 Read words with G2 Practice reading

correct stress frequently misac-
– Using the cented words
appropriate
suprasegmen-
tals: pitch,
stress, juncture,
intonation, etc
EN9OL-IVf-1.14
G3 Interpret a poem G3 Work with a group,

creatively choose any of the
ECAS9OL-II-l.3 poems covered in
this unit, and inter-
pret it
Lesson 4 B1 Evaluate a song B1 Listen to a song • Contentment
American Stream: Ra- retelling of a narra- performance • Respect for elders
tionalism and Romanti- tive of “The Cask of
• The cost of revenge
cism ECAS9LC-II-l.4 Amontillado” and
evaluate the lyrics
9 days
and melody of the
song
C1 Summarize a narra- C1 Write a summary

tive from a video of the story based
– Judge the on the material
relevance and watched
worth of ideas
presented in
the material
viewed
– Judge the
relevance and
worth of ideas
presented
– Establish con-
nections of
events and
how these lead
to the ending
of a material
– Summarize
information
contained in
the material
viewed
EN9VC-IIh-19
EN9LC-IIi-8.2

EN9VC-IIb-c-21
31
E1 Identify sight and E1 Answer the
smell questions about
– Express the selection and
appreciation name some soft
for sensory sounds and loud
images used sounds
EN9LT-IId-2.2.1
E2 Identify the distin- E2 Discuss as a group

guishing features the poem “To a
of notable Anglo- Waterfowl” and
American sonnets, identify the lines
dramatic poetry, vi- showing sensitivity
gnettes, and short and sensibility
stories
EN9LT-IIa-15.1
F1 Write a narrative F1/H1 Write a one-

– Compose paragraph news
forms of liter- report about a traf-
ary writing fic accident from a
EN9WC-IIf-9 third person POV
F2 Choose the F2 Go back to

point of view in a selections
narrative previously read and
– Use literary identify the point
devices and of view from which
techniques each selection is
to craft short told
prose forms
EN9WC-IIh-9.3
F3 Develop a simple F3 Study the simple
incident narrative incidents and de-
– Using literary termine the single
devices and incident that serves
techniques to focus of the
to craft short story
prose forms
EN9WC-IIh-9.3
F4 Narrate a personal F4 Write about an inci-

experience dent that involves
ECAS9WC-II-l.4 an older person
G1 Produce the cor- G1 a. Point out the

rect sounds of silent letter in
English each word
EN9F-IIc-3.11.1 G1 b. Practice
often mis-
pronounced
sounds
G2 Distinguish be- G2 Carefully differenti-

tween the sounds ate between the
\a\ and \ә\ \a\ and \ә\ sounds
Mastering the
schwa sound
EN9F-IId-3.11.1

33
H1 Use adverbs in nar- H1 Describe a grandfa-
ration ther, grandmother,
– Using literary or any other old
devices and person, with
techniques significant details
to craft short about the person’s
prose forms actions or appear-
EN9G-IIa-19 ance

Lesson 5 D1 Give the various D1 Give a homonym • Self-determination
American Stream: Tran- meanings of identi- for the given words • Courage
scendentalism and the fied homonymous from Markham’s
• The wonder of
New Poetry or polysemous poem
nature
words or expres-
12 days
sions
EN7V-IV-e-9
D2 Give rhyming D2 Give as words that

words rhyme with each
ECAS9V-II-l.5 word given
F1 Write a diary entry F1 Write diary entries

EN9WC-IIh-9.3 covering a week
F2 Use literary devices F2 a. Write a para-
and techniques to graph describ-
craft short prose ing the setting
forms depicted in the
– Write a para- poem
graph describ- F2 b. Write a para-
ing the setting graph using
of a poem the setting
– Write a para- to help viv-
graph using idly portray the
the setting character of
to describe a Columbus
character in a F2 c. Write an anec-
poem dote illustrat-
EN9WC-IIh-9.3 ing a character
trait of a family
member
F4 Express apprecia- F4 Go online and

tion for entertain- look for an amus-
ing texts (anec- ing news story
dotes, jokes, fables, which, with a little
myths, tales) by elaboration, can be
recognizing the made into a good
punch line anecdote. Then
EN7LC-IV-h-8.3 write the anecdote

35
F5 Write anecdotes F5 Look for an amus-
based on news ing news story that
story can be made into a
EN9WC-IIh-9.3 good anecdote
F6 Use vivid descrip- F6 Make the descrip-

tions tions vivid by sub-
– Supply specific stituting fresh and
details specific words for

ECAS9WC-II-l.5 the italicized word
G1 Produce the cor- G1 Practice saying the

rect sounds of diphthong vowel
English sounds by reading
Reading diph- “The Rainy Day”
thongs in the
selection
EN9F-IIc-3.11.1
G2 Participate in a G2 Use Longfellow’s

Readers Theater “The Rainy Day”
– Employ varied as an exercise
verbal and in speech and
nonverbal present as Readers
strategies to Theater
create impact
on the audi-
ence while
delivering lines
in a Readers
Theater
– Use the appro-
priate prosodic
features of
speech when
delivering lines
in a Readers
Theater
– Employ ef-
fective and
appropriate
nonverbal
communica-
tion to convey
meaning in
a Readers
Theater
EN9OL-IIg-2.6
EN9OL-IIa-3.7
G3 Review the vowel G3 a. Test yourself

sound \a\ and practice
Pronounce the the vowel
vowel \i\ sound \a\ by
EN9F-IIc-3.11 reading the
sentences
G3 b. Test yourself
and practice
articulating the
vowel \i\

37
including Philippine Literature and other text types for a deeper appreciation of Philippine Culture and those of other
countries.
connecting to the world; and understanding of the ways to analyze a one-act play and the different forms of verbals
for them to skillfully perform in a one-act play.
Performance Standard The students transfer learning by skillfully performing in a one-act play through utilizing effective verbal and nonver-

bal strategies and ICT resources based on the following criteria: focus, voice, delivery, and dramatic conventions.
Unit Number 3
Unit Title Early 20th Century English and American Literature
Core Understandings
and Core Questions
Lesson 1 Students will understand B1 Employ appropri- • Seatwork B1 Work with a part- • Happiness
Early 20th Century Eng- that: ate listening strate- • Worktext exercises ner and observe • Equality
lish Literature U1 Literature presents gies suited to type • Recitation the rhythm of the • Sacrifice
an opportunity of text • Group Work poem. Select the • Appreciation of
9 days
to learn about EN9LC-IIIa-6 • Quiz lines that suggest youth
ourselves and • Assignment the gallop of a
others by allowing • Performance Task horse
us to live outside • Unit Test
of our own
time and space,
which expands
our experience
and encourages
introspection.
U2 What we react to D1 Recognize syno- D1 a. Give the mean-
and how we react nyms and anto- ing of each
to what we read nyms italicized word
reflects on our – Note types of D1 b. Refer to the
feelings, thoughts, context clue poem “God’s
values, and belief (restatement, Gift” and an-
system. definition, syn- swer the given
U3 Learning about onyms, anto- questions
ourselves and oth- nyms) used for
ers can help us take a given word
positive action to or expression
benefit ourselves EN9V-Ig-12.3
and our communi-
ties. E1 Analyze literature E1/E2/E3
as a means of Evaluate how the
Students will keep connecting to the reader used tone color
considering the following world to bring out the mes-
questions: EN9LT-IIIa-16 sage of either of the
Q1 What can you learn two poems “When I
about yourself from E2 Explain the literary Was One-and-Twenty”
literature? devices used and “Loveliest of Trees”
Q2 What can you learn – Determine the
about others from tone, mood,
literature? technique, and
Q3 What can you do purpose of the
about what you author
learn from literature EN9LT-IIIe-20.2
about yourself and EN9LT-IIIg-2.11
others?

39
E3 Explain how a
selection may
be influenced by
culture, history, en-
vironment, or other
factors
EN9LT-IIIg-3
F1 Composing forms F1 a. Make up a

of literary writing story sug-
EN9WC-IIIa-9 gested by each
given number
F1 b. Plan and write
a suitable plot
based on the
given items
G1 Produce the final G1 a. Pronounce the

sounds of -d and sound of the
-ed final -d or -ed
EN9F-IIc-3.11.1 to show the
distinction in
the final sound.
G1 b. Read the
sentences,
pronouncing
the final -ed
sounds cor-
rectly
G2 Use the appropri- G2 Read the poem
ate suprasegmen- “Loveliest of Trees”
tals: pitch, stress, bringing out the
juncture, intona- poet’s message by
tion, etc. using a variety of
EN9OL-IVf-1.14 tone colors
H1 Use verbals H1 a. Give examples

– infinitives of infinitive
and infinitive phrases and
phrases use them in
– participles and sentences
gerunds H1 b. Add an infini-
– subordinate tive without to
clauses and and complete
participial each item to a
phrases sentence
– gerunds H1 c. Change the
EN9G-IIIa-21 subordinate
clauses into
participial
phrases
H1 d. Combine
the correct
participial
form (present
or perfect ac-
tive or passive
voice), with
when or while
if needed

41
H1 e. Complete
each sentence
by adding a
gerund
H1 f. Make sen-
tences using
each of the
verbs above
followed by

either a V-ing
form or an
infinitive
H2 Using appropriate H2 Punctuate and

punctuation marks make a paragraph
and capitalization from the given set
to convey meaning of sentences
EN9G-Ia-1.6/1.7
Lesson 2 G1 Use the G1 a. Read the • Reminiscing the
Other Works from Early appropriate poems aloud past
20th Century English suprasegmentals: making sure • Communion with
Literature pitch, stress, to blend the nature
juncture, words together • The splendor of
7 days
intonation, etc. and pause at being alive
EN9OL-IVf-1.14 the right places • Nationalism
G1 b. Read the
questions and
answers with
the correct
intonation as
indicated
G2 Produce the sound G2 a. Read the
\f\ phrases, pro-
Distinguish nouncing the
between the \f\ sound right
sounds \th\ G2 b. Pronounce soft
EN9F-IIc-3.11.1 \th\ and hard
\th\ correctly
in the expres-
sions
Lesson 3 E1 Expressing appre- E1 In small groups, • Judging others
Early 20th Century ciation for sensory discuss answers • Love and sacrifice
American Literature images used to the following • Success
EN9LT-IIId-2.1.5 questions about
8 days
Joyce Kilmer.
H1 Use the present H1 Give a sentence

perfect and the that may come
present perfect before the given
progressive tenses sentence. Use the
ECAS9G-III-l.3a present perfect
ordinary form
H2 Use the past H2 Tell what Nimfa

perfect tense and did in the given
the past perfect situation by using
progressive tense the past perfect
ECAS9G-III-l.3b tense

43
H3 Use the future H3 a. Fill in the
perfect tense and blanks with the
the future perfect present perfect
progressive tense progressive
ECAS9G-III-l.3c form of the
verb
H3 b. Use the
present perfect
progressive in
the sequence

sentence
H3 c. Construct five
sentences
related to
your hobbies
using the
future perfect
progressive
tense
H3 d. Construct five
sentences
related to
your hobbies
using the
future perfect
progressive
tense
G1 Use the appropri- G1 a. Read the ques-
ate suprasegmen- tions with the
tals: pitch, stress, correct intona-
juncture, intonation
tion, etc. G1 b. Read the sen-
EN9OL-IVf-1.14 tences without
stressing the
contracted
form of shall
have or will
have
Lesson 4 A1/E1 A1/E1 • Effects of music
Other Works from Early Analyze a one-act play Look up any of the • Social awareness
20th Century American – Understand the following ten-minute • Appreciation of
Literature one-act play plays in the box above creation
– Explain how the and evaluate how your
22 days
elements specific chosen play demon-
to a one-act play strates the characteris-
contribute to the tics of one-act plays
development of its
theme
EN9RC-IIIa-20
ECAS9LT-III-1.4
B1 Listen to a sym- B1 Go online and look

phony for a recording of
ECAS9LC-III-l.4 Beethoven’s 6th
Symphony, the
“Pastoral.” Listen to
the recording and
jot down words
that describe the
feelings evoked in
the recording

45
C1 Interpret the mes- C1 Work with a group
sage conveyed in a of five members
material viewed to make a poster
– Interpret the showing the
message similarities and
conveyed in a differences of living
poster in the city vs. living
– Analyze the in the countryside.
information Exchange work
contained in with a different

the material group and evaluate
viewed the poster
– Provide critical
feedback to
the idea pre-
sented in the
material
EN9VC-IIIa-1.2/2.2
EN9VC-IIId-4.3/5.3
EN9VC-IIIg-24
D1 Get familiar with D1 Learn more play-

the technical vo- related vocabulary
cabulary for drama by matching the
and theater terms in the first
EN9V-IIIa-29 column with their
definitions in the
second column
E2 Identify the distin- E2 Identify the literary

guishing features elements in the
of Anglo- American one-act play “The
one-act plays Beggar and the
EN9LT-IIIa-16.1 King”
F1 Identify types and F1 a. Read “The
features of a play Beggar and the
synopsis King” and write
– Use literary a play synopsis
devices to craft for it using
a play synopsis the guidelines
EN9WC-IIIa-9.4 provided
EN9WC-IIIe-9.5 F1 b. Write a plot
synopsis for
the ten-minute
play you evalu-
ated
G1 Use appropri- G1 Recite the poem

ate multimedia “The Pastoral” in
resources to ac- class by using the
company the oral recording listened
delivery of lines to as basis for the
EN9OL-IIIh-3.10 performance
G2 Work in groups to
G2 Employ varied present the one-
verbal and nonver- act play “The Beg-
bal strategies while gar and the King”
performing in a
one-act play
– Produce the
English sounds
correctly and
effectively
when deliver-
ing lines in a
one-act play

47
– Use the appro-
priate prosodic
features of
speech when
delivering lines
in a one-act
play
– Use effective
and appropri-

ate nonverbal
communica-
tion strategies
EN9OL-IIIa-3.7
EN9F-IIIa-3.11
EN9OL-IIIc-5
EN9OL-IIIf-2
including Philippine Literature and other text types for a deeper appreciation of Philippine Culture and those of other
countries.
preserving unchanging values in a changing world; and understanding of how to use the features of a full-length
play, tense consistency, modals, active and passive constructions, plus direct and indirect speech to enable them to
competently perform in a full-length play.
Performance Standard The students transfer learning by performing in a full-length play through applying effective verbal and nonverbal
strategies and ICT resources based on the following criteria: focus, voice, delivery, and dramatic conventions.
Unit Number 4
Unit Title Contemporary Philippine Literature in English
Core Understandings
and Core Questions
Lesson 1 Students will understand A1 Relate text content • Seatwork A1/A2/E2 • Faith
Period of Self-Discovery that: to particular social • Worktext exercises Work with a partner • Care for the future
and Growth U1 Philippine Literature issues, concerns, or • Recitation and exchange views generation
is the collection of dispositions in real • Group Work about the given ques- • Filipino values
7 days
literary pieces that life • Assignment tions
Filipinos, whether EN9RC-IVa-2.18 • Performance Task
native, naturalized, • Unit Test
or foreign born,
have created about
the experience of
people living in or
relating to Philippine
society

49
U2 The variety, versatil- A2 Judge the
ity, and evolving relevance and
nature of Philip- worth of ideas,
pine Literature are the soundness
reflective of the of author’s
nation’s history. reasoning, and the
U3 Recurring themes effectiveness of the
in Philippine Lit- presentation
erature in English EN9RC-IVf-2.22

point to unchang-
ing Filipinos values. B1 Compare and B1/B2
U4 Philippine Lit- contrast ideas Listen to the Youth
erature in English listened to Radio Podcast: Immi-
is truly Filipino in EN9LC-IVe-8.8 gration and answer the
the way it tells the questions given
story of Filipinos B2 – Differentiate
as individuals, as biases and
members of a com- prejudices
munity and the – Judge the
nation. relevance and
truthfulness
Students will keep of the ideas
considering the following listened to
questions: – Judge the
Q1 What characterizes validity of
Philippine the evidence
Literature? listened to
Q2 What are the – Make
recurring themes generalizations
of Philippine EN9LC-IVf-13.3
Literature in EN9LC-IVg-13.4
English that are EN9LC-IVh-2.15
distinctly Filipino? EN9LC-IVi-8.7
Q3 Can Philippine B3 Get the different B3/B4/B5
Literature written sides of social, Listen to the radio and
in English be truly moral, and choose a national issue
Filipino? economic issues and answer the given
affecting the questions
nation
EN9LC-IVb-13.1
B4 – Employ
analytical
listening
to make
prediction/
projections
– Analyze the
stand of
the speaker
through
explicit
statements
made
EN9LC-IVc-13.2
EN9LC-IVd-7.2
B5 Listen to lay
value judgment on
critical issues that
demand sound
analysis and call for
prompt action
EN9LC-IVa-13

51
E1 Explain how the E1/E3/F1
elements specific Write a play review of
to full-length play the ten-minute clip
builds its theme of a staging of Nick
– Use words Joaquin’s “A Portrait of
to express the Artist as a Filipino”
evaluation
– Observe tense
consistency

in writing an
evaluation
EN9LT-IVa-17.1
EN9G-IVh-24
EN9G-IVi-25
E2 Explain how a
selection may
be influenced by
culture, history,
environment, or
other factors
EN9LT-IVi-3
E3 Analyze literature
as a means of
understanding
unchanging values
in a changing
world
EN9LT-IVa-17
F1 Compose a play
review
EN9WC-IVa-11
G1 Use varied verbal G1 Perform a full-
and nonverbal length play based
communication on Nick Joaquin’s
strategies when “A Portrait of the
performing in a Artist as a Filipino”
full-length play
EN9OL-IVa-3.7
EN9F-IVa-3.11
EN9OL-IVc-2
G2 Use the rising G2 Read the yes-no

intonation pattern questions with a
with Yes-No and rising intonation
tag questions
EN7OL-I-g-1.14.4
H1 Use active H1 a. Change the

and passive sentences to
constructions the passive
EN9G-IVa-22 form
H1 b. Make
affirmative
and negative
statements
and questions
in the passive
form

53
Lesson 2 D1 Note types of D1 Find the words in • Filipino hospitality
The Post-War Period context clues used the story and guess and humor
5 days for a given word or their meaning from • Respect toward
expression the context elders
EN9V-Ig-12.3 • Self-discovery
E1 Explain the literary E1 Find the words in

devices used the story and look
EN9LT-IVd-2.2.2 up the meaning of
the words

E2 Determine tone, E2 Answer the
mood, technique, questions under
and purpose of the Values: Life
author Connection
EN9LT-IVf-2.2.3
G1 Read words with G1 Read the expres-

correct stress. sions with the
EN9OL-IVf-1.14 correct intonation
Lesson 3 C1 Formulate C1/C2 • Simplicity of life
Other Works from the predictions based Watch a short • Sense of fulfillment
Post-War Period on the material documentary about • Close family ties
viewed an environmental • Care for the
17 days
EN9VC-IVd-1.3/2.3 concern. Report it and environment
tell what what can be
C2 Take a stand on done about it
critical issues
brought up in the
material viewed
EN9VC-IVg-14
E1 Express E1/E2
appreciation for Compare and contrast
sensory images the characteristics of
used the fisherman and the
EN9LT-IVc-2.2.1 sawali weaver based on
the given themes
E2 Draw similarities
and differences
of the featured
selections in
relation to the
theme
EN9LT-IVh-2.3
G1 Read words with G1 Read any stanza

correct stress from the two
EN9OL-IVf-1.14 poems with correct
phrasing and
pausing
H1 Change direct to H1 a. Change the

indirect speech sentences
and vice versa from direct to
EN9G-IVf-1 to IVg-1 indirect speech
H1 b. Change the
given to
indirect form
H1 c. Complete the
sentences
by adding
questions in
the indirect

form
55

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Curriculum

Teachers Wraparound Edition

Teachers Wraparound Edition

Teachers Wraparound Edition

E2 Analyze literature E2 Write a paragraph

E3 Visualize poetic E3 Tell what pictures

H1 Use appropriate H1 a. Divide the

H2 Distinguish be- H2 Write CS on the

H3 Convert fragments H3 Convert the given

Teachers Wraparound Edition

Teachers Wraparound Edition

B1 Appreciate a ballad B1 Listen to a song

D1 Distinguish D1 Use the dictionary

E1 Recognize charac- E1 a. Work with a

Teachers Wraparound Edition

Teachers Wraparound Edition

E3 Draw similarities E3 Compare and

E5 Explain how a E5 Answer the

Teachers Wraparound Edition

10 Teachers Wraparound Edition

C1 Assess the rel- C1 Work with a group

E2 Determine tone, E2 Answer the ques-

G1 Deliver a G1 Work with a part-

G2 Use the appropri- G2 Do a speech choir

Teachers Wraparound Edition

12 Teachers Wraparound Edition

G3 Produce the cor- G3 Read the sentences

H2 Observe agree- H2 Use the present

H3 Avoid run-on sen- H3 Write RO on the

H4 Use coordinating H4 Correct the fol-

Teachers Wraparound Edition

14 Teachers Wraparound Edition

A3 Determine how A3 Read the selection

A4 Identify and formu- A4 a. Point out the

B1 Judge the rel- B1 Listen as the

Teachers Wraparound Edition

16 Teachers Wraparound Edition

D2 Explain how words D2 Name eponyms in

D3 Construct defini- D3 Complete the

F1 Choose a subject F1 Study the subjects

F2 Organize an outline F2 a. Rearrange the

Teachers Wraparound Edition

F3 Choose an interest- F3 Write two differ-

18 Teachers Wraparound Edition

F4 Write a conclusion F4 Write good end-

F5 Distinguish among F5/F6

G2 Read with correct G2 Read sentences,

H1 Use parallelism H1 Write five

Teachers Wraparound Edition

20 Teachers Wraparound Edition

Teachers Wraparound Edition

22 Teachers Wraparound Edition

D2 Master roots, pre- D2 a. Identify the

E1 Draw similarities E1 Compare and

F1 Develop lines in a F1 Write a paragraph

F2 Summarize the F2 In one or two sen-

Teachers Wraparound Edition

F4 Write an advertise- F4 Pretend that you

24 Teachers Wraparound Edition

G1 Produce the cor- G1 Read the first four

H3 Use modals and

Teachers Wraparound Edition