SCHOOL OF OUR LADY OF LA SALETTEMt. View Subd., Brgy. Muzon, City of San Jose del Monte, Bulacan

TOPIC SEQUENCE FOR ENGLISH GRADE 9

Reference: English Communication Arts and Skills through Anglo-American and Philippine Literature (7th edition)

Prepared by: Kathrine Joyce C. Tordilla

1st Quarter

JUNE

WEEKTOPIC

1st weekClass Orientation

2nd week The Beginning of English Literature The Story of Beowulf

Speech: // sound

Constructing Good Sentences

Elegiac Lyrics of the Pagan Age

Idiomatic Expressions

3rd week Avoiding Sentence Fragments

The Contribution of the Knight and the Priest to Early English Literature

Speech: // sound

Distinguishing between Sentences and Fragments

Three English Ballads

Thomas Malory

4th week Geoffrey Chaucer

Speech: /th/ sound

The Pardoners Tale

The Renaissance in England

Songs from Shakespeares Play

Agreement between Subject and Verb

JULY

WEEKTOPIC

1st week Romeo and Juliet: A Summary

Further Review of Subject and Verb Agreement

Hamlet: A Summary

Avoiding Run-on Sentences

2nd week Merchant of Venice: A Summary

Constructing Compound Subjects and Compound Predicates

Shakespeares Sonnets

Using Word and Phrase Modifiers

3rd Week Ben Jonson/ Song to Celia

Thomas Lodge/ Rosalinds Madrigal

Thomas Campion/ Cherry Ripe

Using Clause Modifiers

Combining Clause Modifiers

4th week Avoiding Dangling Modifiers

Correcting Misplaced Modifiers

Using Coordinating Conjunctions

Combining Sentences

2nd Quarter

AUGUST

WEEKTOPIC

1st week1st Quarterly Exam

2nd week George Herbert/ Virtue Thomas Dekker/ Art Thou Poor Parallelism Francis Bacon/ Of Studies Observing Agreement of Pronoun with Antecedent Two Streams- English and American Literature

3rd week English Stream: The Neo- Classical Period John Milton Alexander Pope Mastering Roots, Prefixes, and Suffixes Joseph Addison

4th week Writing Related Paragraphs Thomas Gray

Speech: Long Vowel Sounds

Topic Sentence

William Blake

SEPTEMBER

WEEKTOPIC

1st week English Stream: The Romantic Period

Robert Burns

Sir Walter Scott

Speech: /p/ and /f/ sound

Sequence in Tense William Wordsworth

2nd week Percy Bysshe Shelley

George Gordon, Lord Byron

John Keates

Choosing a Subject for Composition

English Stream: The Victorian Period

3rd week Alfred Lord Tennyson

Limiting the Subject of a Composition

Robert Browning

Matthew Arnold Organizing an Outline

Elizabeth Barrett Browning

4th week Choosing an interesting Introduction to a Composition

Christina Georgina Rossetti

Arthur Hugh Clough

William Ernest Henley

Writing a Conclusion to a Composition

The American Stream: Rationalism and Romanticism

Benjamin Franklin

3rd QuarterOCTOBER

WEEKTOPIC

1ST week2nd Quarterly Exam

2nd week Writing a Narrative

William Cullen Bryant

Oliver Wendell Holmes

Developing a Simple Incident Narrative

3rd week Nathaniel Hawthorne Edgar Allan Poe

Ralph Waldo Emerson

4th weekTeachers Retreat

NOVEMBER

WEEKTOPIC

1st week Writing Diary Entries

Henry David Thoreau

Understanding and Writing Anecdotes

Walt Whitman

Analyzing and Writing Narrative Sketches

2nd week Emily Dickinson

Writing Stories

Joaquin Miller

Eugene Field

Speech: /i/ sound

3rd week Edwin Markham

Bayard Taylor

Edward Rowland Sill

Early 20th Century English Literature

Sean OFaolain

4th week Speech: /-d/ and /-ed/ sound

Punctuating Conversations

Katherine Mansfield Mastering Plot Development Reading Using Tone Color William Henry Davies

DECEMBER

WEEKTOPIC

1st week Alfred Edward Housman

Using Infinitive and Infinitive Phrases

Alfred Noyes

Using Participles and Gerunds William Butler Yeats

2nd week Using Characterization in a Story

John Masefield

Analyzing Expository Paragraphs

Gilbert Keith Chesterton

Constructing Definitions

Rupert Brooke

3rd weekAchievement Test

4th weekChristmas

4th Quarter

JANUARY

WEEKTOPIC

1ST week3rd Quarter Exam

2nd week Siegfried Sassoon

Wystan Hugh Auden

Walter de la Mare

Making a Summary

John Galsworthy

Reading Sentences with Correct Intonation

3rd week Early 20th Century American Literature

William Saroyan

Using the Present Perfect and the Present Perfect Progressive Tenses

William Sydney Porter

Using Past Perfect Tense

4th week Sinclair Lewis

Using the Future Perfect Tense

Edwin Arlington Robinson

Edna St. Vincent Millay

Amy Lowell

FEBRUARY

WEEKTOPIC

1st week Carl Sandburg Robert Frost

Understanding a One-Act Play

Contemporary Philippine Literature in English Active and Passive Voice

2nd week Ligaya Victorio Fruto

Trinidad Tarrosa Subido

Amador Daguio

I.V. Mallari

Alejandro Roces

3rd week Understanding Argumentation and its Forms

Maximo Ramos

Kerima Polotan Tuvera

Gilda Cordero-Fernando

4th week Conrado Pedroche

Edith Tiempo

Using Modal Auxiliaries in Arguments Distinguishing Direct Speech from Indirect Speech

MARCH

WEEKTOPIC

1St weekFinal Examination

2nd weekClearance Week

3rd weekClosing

4th weekStart of Vacation

SCHOOL OF OUR LADY OF LA SALETTE

Mt. View Subd., Brgy. Muzon, City of San Jose del Monte, Bulacan

SYLLABUS FOR ENGLISH 9

Prepared by: Kathrine Joyce C. Tordilla

I. Subject Area:

English 9 (Anglo- American and Philippine Literature)

II. Rationale:

This subject seeks to give students the chance to reflect on the rich growth of Anglo-American literature and Philippine literature from its early years to the modern times, and to gain values from a range of literary selections. Learners enjoy freewheeling discussions, collaborative performance tasks, and exciting activities which aim to hone their 4 macro skills which include reading, writing, listening, and speaking. Lessons also focus on the improvement of the use of the English language; thus, students will become competent users of the worlds global language.III. Learning Competencies:

Discover through different literary works the links between ones life and the lives of people throughout the world Recognize the devices employed in fiction and non-fiction works used by the authors Express thoughts and feelings on writing and speaking exercises Appreciates reading texts and literary pieces for the development of interest in books and reading Demonstrates correctness in utilizing the English language to communicate well with othersIV. CONTENT1st QUARTER

English Literature- From Its Beginnings to the RenaissanceTIME FRAMETOPICOBJECTIVESLEARNING ACTIVITY/ STRATEGYEVALUATIONPERFORMANCE TASKVALUES INTEGRATION

WEEK 2LITERATURE:

The Old English Period

The Story of Beowulf

Elegiac Lyrics of the Pagan Age

LANGUAGE:

Constructing Good SentencesIdiomatic ExpressionsSPEECH:

// sound

Trace the beginnings of English Literature

Describe the social and political life in the early history of England

Create a story map of the story read

Realize that the ruins of a place speak much of its former occupants

Construct good sentences

Use idioms correctly in sentencesDetermine words with // sound

Socratic Method: Have students answer the questions thrown by the teacher

Graphic Organizer: Let students make a story map guided with the following content: title, author, setting, characters, problem and solution

Research Work: Have students research about Elegiac Lyrics of the Pagan Age

Drills: Let students perform drills on sentence completionRecitationDrills

Quiz

Board workStudents will act- out a scene they like best in the story Beowulf. Each will be given a role to perform- an actor, director, script writer or props man. This will last for a maximum of 3 minutes only. Appreciate the culture of the early England

Emulate qualities of a good leader

WEEK 3

LITERATURE:

The Contribution of the Knight and the Priest to Early English Literature

Three English BalladsThomas Malory: The Death of Arthur

LANGUAGE:

Avoiding Sentence Fragments

Distinguishing between Sentences and Fragments

SPEECH:

Speech: // sound

Enumerate the contributions of the knight and priest to early English literature

Name ways to use ones God-give gifts, including creative writing of poetry and song

Identify the characteristics of a ballad

Enumerate the elements of poetry in a ballad

Describe the narrative and musical quality of ballads

Make inferences about the story readConvert fragments into complete sentences

Recognize words with // sound

Socratic Method: Ask students relate real-life situations based on the concepts discussed

Discussion: Have students participate on the discussion

Oral Presentation: Let students recite the three English ballads to the tune of any song

Drill: Let students perform drills on correcting sentence fragmentsSeatworkRecitations

Drills

Class Discussions

Students will be writing their own ballad using what they have learned about popular ballads. Then, they will present their ballad to the class.Appreciate the bravery showed by the knightsExpress enjoyment in reading and writing ballads

WEEK 4LITERATURE: Geoffrey Chaucer: The Pardoners Tale

The Renaissance in England

Songs from Shakespeares PlayLANGUAGE:

Agreement between subject and verb

SPEECH:

/th/ sound

Differentiate character traits of peopleNote details in reading selection

Give historical insights on the Renaissance

Name the Renaissance personages in English literature

Enumerate Shakespeares contributions to English literature and language

Use the present form of the verb correctlyPronounce aptly the words with /th/ sounds Discussion: Let students participate on the discussion of different Canterbury TalesResearch: Ask students to conduct a research of Shakespeares play and make a brief summary to be reported in class

Drill: Have students perform drills on identifying the correct form of the verbSeatwork

Recitations

Drills

Class Discussions

Students will choose any character in the story Canterbury Tales. They will be asked to wear their costume and deliver few lines of the character.Respect

individual differences

WEEK 5LITERATURE:

Romeo and Juliet: A Summary

Hamlet: A Summary

LANGUAGE:

Further Review of Subject and Verb Agreement

Avoiding Run-on Sentences

State the main events in the story through a story mapIdentify the resolution to the problem in the storyGive own examples of sentences with the present form of the verb

Detect run-ons and complete sentences.Graphic Organizer: Let students make a story map guided with the following content: title, author, setting, characters, problem and solution

Discussion: Have students participate on the discussion of the story read

Drill: Ask students to answer exercises on the review of subject-verb agreement

Seat workGroup activity

Class discussions

DrillsStudents will be paired and asked to act out the scene of Romeo and Juliet Accept lifes everyday challenges

WEEK 6LITERATURE:

Merchant of Venice: A Summary

Shakespeares Sonnets

LANGUAGE:

Constructing Compound Subjects and Compound Predicates

Using Word and Phrase Modifiers

Identify main events in the story

Determine the message in Shakespeares sonnets

Combine related elements to create a compound subject or compound predicateIdentify where to place a modifier in a sentenceFilm Viewing: Have students watch a film adaptation of the storyMovie Review: Ask students to create a review based on the film they will watch

Skit: Let students perform a short skit about the message of Shakespeare in his sonnetsDrill: Ask students to perform drills on constructing compound subjects and predicateSeat work

Group activity

Class discussions

DrillsStudents will choose any of the three sonnets of Shakespeare to memorize and have it recited in the class. Their performance will be scored through this criteria- preparation, stage presence, voice and articulation, and over-all performanceRealize moral responsibilities in a marriage

WEEK 7LITERATURE:

Ben Jonson: Song to Celia

Thomas Lodge: Rosalinds Madrigal

Thomas Campion: Cherry Ripe

LANGUAGE:

Using Clause Modifiers

Identify the Renaissance writers and their works Express appreciation for lyric poetry

Use clause modifiers in sentences correctlyPanel Discussion: Ask students to hold a panel discussion on whether a jilted woman or man should get married again or notDrill: Let students perform drills on clause modifiersSeatworkRecitation

Drill

Class DiscussionAppreciate lyric poetry

WEEK 8LANGUAGE:

Avoiding Dangling Modifiers

Correcting Misplaced Modifiers

Using Coordinating Conjunctions

Combining SentencesCorrect faulty modifiers in sentences

Identify the common coordinating conjunctionsUse each coordinators properlyDrill: Have students answer exercises on correcting a dangling and misplaced modifier and using coordinatorsStudents will do a free writing activity. They will be asked to write a composition without a theme given. Follow basic rules for better understanding

2nd QUARTER

Two Streams- English and American Literature

TIME FRAMETOPICOBJECTIVESLEARNING ACTIVITY/ STRATEGYEVALUATIONPERFORMANCE TASKVALUES INTEGRATION

WEEK 2

LITERATURE:

George Herbert: VirtueThomas Dekker: Art Thou Poor

Francis Bacon: Of StudiesTwo Streams- English and American LiteratureLANGUAGE:

Parallelism

Observing Agreement of Pronoun with Antecedent

Show the message of the poem through a posterDemonstrate the different importance of studying/reading through a commercialEnumerate reasons why students study or read based on the essay

Discuss important details on the English streamMake sentences with parallel elementsFollow the rules in the pronoun-antecedent agreementPoster Making: Have students participate in creating a poster or an illustration which shows the message of the poemsCommercial: Ask students to perform a 10-second commercial that shows why studying/reading matters based on the essay

Research work: Let students research on the English streamDrills: Have students perform drills on parallelism and pronoun-antecedent agreementSeatworkDiscussion

Presentation

DrillsStudents will be asked to write a persuasive speech which encourages their fellow students to live a simple and satisfied life. Their speech shall observe parallelism and pronoun-antecedent agreement.Recognize the essence of living a simple and a satisfied life

Develop higher interest in reading and studying

WEEK 3LITERATURE:English Stream: The Neo- Classical Period

John Milton

Alexander PopeJoseph AddisonLANGUAGE:

Mastering Roots, Prefixes, and Suffixes

Give historical insights on the developments in the English literature during the Neo-Classical PeriodGive significant points in the life of Milton through his sonnetsExplain the writers viewpoint in the poem

Explain the theme of a selection readForm words by adding prefixes, and suffixes

Research: Let students do research on the developments in the English literature during the Neo-Classical PeriodDiscussion: Have students participate in the discussion of the sonnetsDrill: Ask students perform drills on mastering the use of prefixes and suffixes in forming wordsSeatworkDiscussion Recitation

DrillStudents will be asked to participate in a group activity about mastering the three types of affix.See opportunities in every struggle

WEEK 4LITERATURE:

Thomas Gray

William BlakeLANGUAGE: Writing Related ParagraphsTopic Sentence

SPEECH:

Long Vowel Sounds

Discuss the theme and mood of the poemExplain underlying spiritual meanings in the poems

Determine how paragraphs are related to another

Identify a topic sentence in a paragraph

Determine words having long vowel sounds-//, //, //, //Poem Recital: Ask students to interpret the theme and mood of the poem through a poem recitalDrill: Have students read a selection and identify how each paragraph are related

Drill: Have students perform drills on getting the topic sentenceSeatworkRecitation Drill

Discussion

Composition WritingStudents will be asked to compose an essay that explains the importance of the tradition of honoring the dead.Give the significance of the Filipino custom of honoring the dead

WEEK 5LITERATURE:English Stream: The Romantic Period

Robert Burns

Sir Walter Scott

William WordsworthLANGUAGE: Sequence in TenseSPEECH: /p/ and /f/ sound

Recognize the contributions of the writer in the Romantic Period Create visual interpretation of the poemDeliver the poem in a group with effectivelyDiscuss the poems message

Use correct tense sequence in sentences

Articulate words with the contrasting /p/ and /f/ soundsResearch: Ask students to research on the famous writers during the Romantic periodVisual Interpretation: Have students illustrate the images/pictures in the poem

Readers Theatre: Let students participate in a readers theatre of the poem

Discussion: Ask students to contribute their ideas about the message of the poem

Drill: Have students perform drill on using the correct form of the verb and contrasting sounds /p/ and /f/ SeatworkRecitation

Discussion

DrillStudents will be asked to compose their own tongue twisters containing the sounds /p/ and /f/Show concern to natureIdentify the comforts that nature gives to human

WEEK 6LITERATURE:

Percy Bysshe Shelley

George Gordon,Lord Byron

John Keates English Stream: The Victorian Period

LANGUAGE:

Choosing a Subject for Composition

Recognize the poetic integration of sound and sight in a poem readNote detail in a poem read

Identify famous English writers and their contributions during Victorian Period

Choose an interesting subject for a compositionDiscussion: Let students share their ideas on the poemResearch: Ask students to do research about some famous English writers and their contributions during the Victorian Period

Composition Writing: Let students think of a title and develop a composition about itSeatwork

Recitation

Discussion

DrillStudents will be asked to write a composition about a picture that will be shown by the teacher. They will be asked to express themselves through this writing activityOvercome sadness and distress in life

WEEK 7LITERATURE:

Alfred Lord Tennyson

Robert Browning

Matthew Arnold

Elizabeth Barrett BrowningLANGUAGE:

Limiting the Subject of a CompositionOrganizing an Outline

Discuss the theme of the poemExpress appreciation for the sensitivity and melody of the lines in the poem

Limit a chosen subject into one specific topic for a compositionMake an outline for a compositionDiscussion: Have students participate on the discussion by giving ideas on the poems themeDrill: Ask students to perform drills on limiting the subject for a composition

Outline: Let students make an outline about the assigned topicSeatwork

Recitation

Discussion

DrillStudents will be asked to read a selection or text and make an outline of this selection. Develop a better outlook towards death

WEEK 8

LITERATURE:

Christina Georgina Rossetti

Arthur Hugh Clough

William Ernest HenleyThe American Stream: Rationalism and Romanticism

Benjamin FranklinLANGUAGE: Choosing an interesting Introduction to a Composition

Writing a Conclusion to a Composition

Note the simple language and intense emotion of a poem

Point out details which make the central thought of a poet more forceful

Point out significant details in the American Stream during Rationalism and Romanticism

Note details on Franklins biography through a graphic organizer

Use any of the few interesting ways to begin a composition

Write good ending to a composition utilizing any of the given types of endingDiscussion: Ask students to contribute their ideas about the message of the poem

Research: Ask students to do research on the significant details during the Rationalism and Romanticism

Graphic Organizer: Have students design a graphic organizer of Franklins biography

Composition Writing: Have students choose any of the ways to begin a composition and employ this to make an introduction to a composition. Then, make a good ending by following the suggested types of endingSeatwork

Recitation

Discussion

DrillComposition WritingStudents will do a poem interpretation of a poem discussed. The presentation can be done orally, visually, or musically. Students will be entitled to choose.Realize the importance of education in ones life

3rd QUARTER

Early 20th Century English and American Literature

TIME FRAMETOPICOBJECTIVESLEARNING ACTIVITY/ STRATEGYEVALUATIONPERFORMANCE TASKVALUES INTEGRATION

WEEK 2

LITERATURE: William Cullen BryantOliver Wendell HolmesLANGUAGE:

Writing a Narrative

Developing a Simple Incident Narrative

Describe the sensitivity and sensibility of a poetIdentify specific details that create the mood and reflect the tone of a poem read.

Note the rich imagery in a poem read

Write a narrative compositionPicture Cueing: Show some pictures and conduct a freewheeling discussion on these pictures.Paraphrasing: Discuss poem content by having the students paraphrase each stanza

Writing: Have the students pick an object in the classroom and describe it as to texture, smell, sound, shape, and color, and taste if possibleSeatwork

Recitation

Discussion

DrillComposition WritingLearners will be asked to sharePositive outlook on death, Being noble as they grow older

WEEK 3presentationLITERATURE:

Nathaniel HawthorneEdgar Allan Poe Ralph Waldo EmersonIdentify the meanings of symbols in fictionEnumerate and explain criteria for developing self-reliance and harmonious relationship with others

Picture Cueing: Show some pictures and conduct a freewheeling discussion on these pictures.Discussion: Elicit from the class their insights on the poets intent in writing the poem and the essayRecitation

Discussion

Learners will be asked to write a short autobiography. They will be asked to write an outline of their autobiography and consult their parents about the details of their childhood.Love, Self-reliance

WEEK 4LITERATURE:

Henry David ThoreauWalt Whitman

LANGUAGE:

Writing Diary EntriesUnderstanding and Writing AnecdotesAnalyzing and Writing Narrative SketchesDescribe the authors attitude toward nature and objects of natureExplain the theme of the poem

Describe the emotional impact of a poem

Write a one-week diary entry

Identify an anecdote

Write an anecdote

Write a narrative sketchListening and Picture Cueing: Play the sounds of nature and show pictures or scenes of tranquility and contentment. Let students give their reactions.Diary Writing: Discuss the diary and let the students go over the sample entries. Ask them to write a diary for a week.Discussion: Discuss the anecdote and its qualities

Writing: Have the students write an anecdote out of the news stories they brought.

Composition Writing: Discuss the narrative sketch and let them study the examples on the book. Have them write a narrative sketchSeatwork

Recitation

Discussion

DrillComposition WritingLearners will be asked to do a speech choir presentation of the poem Longfellows The Rainy DaysHeroism, Patriotism

WEEK 5LITERATURE: Emily Dickinson Joaquin Miller

Eugene Field

LANGUAGE: Writing Stories

SPEECH:/i/ soundIdentify currents of deep wisdom in very simple versesDescribe the dramatic power of poetry

Create a probable setting after studying a possible story beginning

Create characters that may appear in implied stories because of the setting

Pronounce correctly words with the /i/ soundDiscussion: Discuss content. Lead the class to analyze the poets craft-theme, lyricism, originality, rhyme, and rhythmWriting: Discuss writing a story and setting and have the students perform drillsDrill: Ask the class to practice articulating words with the vowel soundSeatwork

Recitation

Discussion

DrillComposition WritingCourage to take risks,

WEEK 6LITERATURE: Edwin MarkhamBayard Taylor

Edward Rowland Sill

Sean OFaolainInterpret poetic details and figurative languageGive words that rhyme with listed words

Enumerate descriptive detailsDiscussion: Elicit from the class their insights on the poets intent in writing the poem and the selectionRecitationDiscussionEquality among all people regardless of social status, race or color

WEEK 7LITERATURE: Katherine MansfieldWilliam Henry DaviesLANGUAGE: Punctuating Conversations

Mastering Plot Development Reading Using Tone ColorSPEECH: /-d/ and /-ed/ sound

Describe interaction among fiction charactersDescribe imagery in a poem

Punctuate conversations correctly for effective narration

Pronounce verbs clearly to show distinction in the final soundDiscussion: Elicit from the class their insights on the writers intent in writing the poem and the selectionDrill: Have students perform drills on punctuating conversations

Drill: Let students do the exercises regarding the final soundsSeatworkRecitation

Discussion

DrillsStudents will be asked to read poems with appropriate differentiation in tone color and to record their reading of one of the poems. Their recording will be judged according to a rubric.Compassion to the poor

WEEK 8LITERATURE:Alfred Edward Housman

Alfred Noyes

William Butler YeatsLANGUAGE:

Using Infinitive and Infinitive Phrases

Using Participles and Gerunds

Identify the mood of each poem and select the details that emphasize this moodExpress appreciation for the story in a poem read told in dramatic fashion

Read poems to show proper phrasing and blending of words

Use correct infinitive forms with or without toWrite sentences using infinitive phrases

Use participles and gerunds correctlyParaphrasing: Discuss content of the poems by letting students paraphrase the stanzas. Have the class describe imagery describe in the poem

Discussion: Discuss the infinitive and infinitive phrase. Let the students work on some exercises for practice

Seatwork

Recitation

Discussion

DrillsStrive for peace not only here in the country but elsewhere, Happiness from memories of the past, Natures peace to ones mind

WEEK 9

LITERATURE:

John Masefield

Gilbert Keith Chesterton

Rupert BrookeLANGUAGE: Using Characterization in a Story Analyzing Expository ParagraphsConstructing Definitions

Interpret the symbolism and rich imagery in poemsInterpret the irony and anonymity in a poem read

Write a character sketch

Recognize expository paragraphs

Make correct definitionsParaphrasing: Discuss content of the poems by letting students paraphrase the stanzas. Have the class describe the symbolism and imagery describe in the poem

Writing: Write a character sketch similar to any of the forgoing examples of characterizationComposition Writing: Write a composition explaining how to go to any tourist spot in the country. Remind them to remember the use of description in exposition when writing

Discussion: Discuss making definitions. Give as many examples as necessary. Ask them to do some exercises on the book.Seatwork

Recitation

Discussion

DrillsStudents are asked to be the charactersEvery creature-great or small-has a place in Gods creation, Love for the country

4th QUARTER

Contemporary Philippine Literature in English

TIME FRAMETOPICOBJECTIVESLEARNING ACTIVITY/ STRATEGYEVALUATIONPERFORMANCE TASKVALUES INTEGRATION

WEEK 2LITERATURE:

Siegfried Sassoon

Wystan Hugh Auden

Walter de la Mare

John GalsworthyLANGUAGE: Making a Summary

SPEECH:

Reading Sentences with Correct IntonationInterpret imagery, figurative language, and other poetic devicesExplain characterization through language action, and mood in a story read

Write summaries of some selections

Read questions and answers with correct intonationDiscussion: Elicit from the class their insights on the writers intent in writing the poem and the selection

Drill: Ask students to perform drills on writing a summary

Drill: Model the correct intonation of the sentence patterns; then let the students followSeatworkDiscussion

Drill

WritingCourage in facing the mysteries in life

WEEK 3LITERATURE:

Early 20th Century American Literature

William Saroyan

William Sydney Porter

LANGUAGE:

Using the Present Perfect and the Present Perfect Progressive Tenses

Using Past Perfect TenseDiscuss significant details on contemporary literature

Note sequence of events

Empathize with the characters

Tell whether the behavior of the characters is consistent with what has been given at the beginning

Use the Present Perfect and the Present Perfect Progressive Tenses correctly in a sentence

Use the Past Perfect Tense correctly in a sentenceDiscussion: Elicit from the class their insights on the writers intent in writing the poem and the selection

Discussion: Discuss the different tenses. Have the class work on some exercises for practiceSeatworkRecitation

Discussion

Drill

Not judging by physical appearance alone, The pleasure of giving

WEEK 4LITERATURE:

Sinclair Lewis

Edwin Arlington Robinson

Edna St. Vincent Millay

Amy LowellLANGUAGE:

Using the Future Perfect Tense

Identify character traits, humor, and touches of local color in a storyUse the Future Perfect Tense correctly in a sentenceDiscussion: Discuss story content. Let the class identify the character traits, humor, and touches of local color in the story. Let them cite the portions which show these.

Drill: Have students perform drills on the use of future perfect tenseSeatwork

Recitation

Discussion

Drill

Taking care of Gods gifts to the world, Simplicity in all things

WEEK 5LITERATURE:

Carl Sandburg

Robert Frost

Understanding a One-Act Play

Contemporary Philippine Literature in English

LANGUAGE:

Active and Passive Voice

Note details that create the dominant impression in each poemPresent a chosen one-act play

Discuss the Filipino writers and their works

Change the voice of the verb in the sentence

Paraphrasing: Guide the class to discuss poem by paraphrasing. Focus the discussion on the details that clearly bring out the theme of ChicagoOne-Act Play: Have the class perform a ten-minute play by group

Discussion: Discuss a brief introduction of Contemporary Philippine literature

Drill: Have the class do some exercises on the voices of verbsSeatwork

Recitation

One-Act Play

Discussion

Drill

Keeping promises

WEEK 6LITERATURE:

Ligaya Victorio Fruto

Trinidad Tarrosa Subido

Amador Daguio

I.V. Mallari

Alejandro RocesIdentify the themes of poemsRecognize the spiritual value in a poem

Express appreciation for free verseDiscussion: Elicit from the class their insights on the works of Filipino writersSeatworkRecitation

DiscussionHome is where the heart is, True Faith, Proper sense of values to a dignified life

WEEK 7LITERATURE:

Maximo Ramos

Kerima Polotan Tuvera

Gilda Cordero-FernandoLANGUAGE:

Understanding Argumentation and its Forms

Empathize with characters in a storyNote details in a story

Point out the interdependence of plot, setting, and characterization

Correct a faulty reasoning through argumentationDiscussion: Conduct a freewheeling discussion on the story readDrill: Have the students answer exercises in correcting a faulty reasoning through argumentationSeatwork

Recitation

DiscussionDrillCoping with problems

WEEK 8LITERATURE:

Conrado Pedroche

Edith TiempoLANGUAGE:

Using Modal Auxiliaries in ArgumentsDistinguishing Direct Speech from Indirect Speech

Read poems with correct phrasing and pausingNote details in a poem

Write a paragraph expressing argument with the use of modals

Determine a sentence in direct speech or indirect speech

Change sentences from direct to indirect speech

Construct sentences in indirect speechDiscussion: Guide the class in reading poems with correct phrasing and pausing. Discuss poem contentDrill: Have the class write a paragraph to express opinion, recommendation, or argument using correct modalsDrill: Ask students to answer some drills on the Direct Speech and Indirect SpeechSeatwork

Recitation

DiscussionWriting

Drill

Simplicity in life, Love for the environment