STA. CRUZ INSTITUTE, INC.

Sta. Cruz, Ilocos Sur

S.Y. 2019 – 2020

CURRICULUM MAP

Subject: English 9 Subject Teacher: Ms. Melissa C. Rosario

Quarter: FIRST QUARTER

Content Standards Performanc Formation Transfer Goal Learning Assessments Strategies Resources Core
e Standard Standard Competencie Values
s
The learner The learner The learner The students 1.Share prior  Pair work activity  Think-pair-share English
demonstrates actively will learn that transfer learning by knowledge  Recitation  Question and Communicat  Emulati
understanding of how participates through actively about a text  composition Answer ion Arts and ng good
Anglo-American in a speech his/her participating in a topic  illustration  Song analysis Skills leaders
literature and other text choir understanding speech choir (EN9RC-Ia-  Product assessment  Guided Through hip
types serve as means of through of Anglo- through using 16:) (Photo-collage) generalization Anglo- traits
enhancing the self; also using American effective verbal and  Oral recitation  Mind-mapping American  Patrioti
how to use processing, effective literature nonverbal 2. Evaluate a  and sm
 board work Group-sharing
assessing, summarizing verbal and including strategies based on song
 seatwork (ECAS  Word/sound
Philippine  Loyalty
information, word non-verbal Philippine the following adaptation of
page 13) analysis Literatures 9  Loving
derivation and formation strategies literature and criteria: focus, an epic with ICT
 group work  Minimal Pair-drills uncondi
strategies, appropriate based on the other text voice, delivery, (EN10LC-lh- integration tionally
 seatwork (ECAS  Game
word order, punctuation following types is facial expressions, 14.3) (various ; love in
marks and interjections criteria: significant, so body page 16,18-19)  skill-building links for
exercises all
to enable him/her to Focus, that in the movements/gesture a. Process resource forms
participate actively in a Voice, long-run, the s, and audience information materials)  Being
speech choir. Delivery, learners will impact. mentioned in selfless
Facial be able to the text to
Expressions, demonstrate listened to triumph
Content/Topic Body communicativ (EN9LC) over
Movements/ e competence tragedy
Lesson 1: The Gestures and for a deeper b. Compare
Beginnings of English Audience appreciation and contrast
Literature: The Old Contact. of Philippine information
English Period culture and listened to
those of other (EN9LC-lh-
countries. 8.8)
 3. Visualize
Featured Selections: poetic
-The Story of Beowulf: A imagery.
Summary (ECAS9LT-l-
-The Ruined City l.)
-The History of
Caedmon 4. Infer
thoughts,
 Beowulf feelings and
 Song adaptation intentions in
of an epic the material
 Elegiac Lyrics of viewed.
the Pagan Age (EN9VC-la to
 Poetic imagery lc-3.8)
 Sounds of
5. Produce
English- /ᾱ/ and
the correct
/α/
sound of
 Idiomatic
English.
expressions
(EN9F-llc-
 Punctuation 3.11.1)
marks (EN9F-lld-
 Sentences and 3.11.1)
fragments
6. Determine
the meanings
of idiomatic
expressions
by noting
context clues
and
collocations
(EN9V-la-lb-
1)

7. Construct
good
 sentences
(EN9G-la-li-
1.6/1.7 to li-
1.6/1.7)

a. Use
appropriate
punctuation
marks and
capitalization
to convey
meaning

Lesson 2: The Middle

English Period 1. Recognize  Oral recitation  Question and English
characteristic  Differentiated Answer Communicat
Featured Selections: s of ballad Group work  Poem analysis ion Arts and
-Lord Randal (EN9LT-la-  Graphic Organizer  Guided Skills
- Bonny Barbara Allan 14.1) (chart) Generalization Through
-Get up and Bar the  Compositions (with  Brainstorming Anglo-
Door a. Identify rubric)  Application American
-The Death of Arthur types and  Oral sharing (Writing a ballad) and
The Prologue features of  Reflection Philippine
-The Knight poetry Literatures 9
-The Pardoner’s Tale (EN9WC-lf- with ICT
9.1 to lg-9.1) integration
 Ballad (various
 Characteristics of b. Identify the links for
Ballad distinguishing resource
 Ballads set to features of materials)
music Anglo-
 Contribution of American
Knights to Early lyric poetry,
English songs, poems,
sermons and
 Literature allegories
 Notable authors
-Sir Thomas 2. Explain
Malory how the
-Geoffrey elements
Chaucer specific to a
selection
build its
theme.
(EN9LT-lb-
14.2)

4. Write a
simple ballad
(EN9WC-le-
9)

a. compose
forms of
literary
writing
(EN9WC-lh-
3.6 to li-3.6)

b. use literary
devices and
techniques to
craft poetic
forms
(EN9OL-la-
1.15 to lc-
1.15)

5. Explain
how a
selection may
be influence
by culture,
history,
 environment
and other
factors
(EN9LT-li-3)

Lesson 3: Renaissance 1.Assess the

in England relevance and  Group work  Film-viewing
Featured Selections: worth of  Insight-sharing  Reflection
-Who is Sylvia?
ideas  Group task  Speech choir
- Blow, Blow, Thou
presented in  Group game  Game
the material  Individual seatwork  Paper-pencil
Winter Wind
viewed  Product assessment  Application
-Romeo and Juliet
(EN9VC-lf- (comic strips) (Drawing comic
-Hamlet
19 to lg-19
-Merchant of Venice  Seatwork (page 69) strips and using
-Shakespeare’s Sonnets: interjections in the
2. Use the dialogues)
XVIII, XXIX, CXVI
appropriate
 Minimal-pair drills
and effective
 William speech
Shakespeare conventions
 Drama/Plays expected in
 Speech Choir speech choir
 Idioms presentations
 Interjections (EN9F-lh-
 Sounds of 3.14 to li to
English- /ä/, /ə/ 3.14)
and /ō/ (EN9OL-lf-
2.6.2 to lg-
2.6.2)
(EN9F-ld-
1.14 to le-
1.14)
 3. Use
interjections
to convey
meaning
(EN9G-la-18
to li-18)

1.Analyze  Composition (letter)  internalization

Lesson 4: Other Works literature as a  Individual oral  poetry recitation
from the Renaissance means of communication task  textual analysis
Period discovering (with rubric)  application (oral
the self  Constructed communication)
Featured Selections: (EN9LT-la- response  game Taboos
-Song to Celia 14 to li-14)  Seatwork (page 86  Structural analysis
- Rosalind’s Madrigal of ECAS9)  Reflection
-Cherry-Ripe 2. Make  Oral recitation
-Virtue decisions  Individual Exercise
-Art Thou Poor based on (ECAS 9 page 97-
-Of Studies what is 98)
listened to
 Composition
 Notable authors (EN9LC-lf-
-Ben Jonson 8.2)
-Thomas Lodge (EN9LC-le-
-Thomas 8.6)
Campion
-George Herbert 3. Read with
Thomas Dekker emphasis
-Francis Bacon (ECAS9OL-
 Renaissance l.l.4a)
Poems
4. Construct
 Word Formation definitions
-clipping (EN10V-lla-
-blending 13.9 to lli-
-acronym, 13.9)
-compounding
-folk etymology 5. Distinguish
 Outline among
informative,
journalistic,
and literary
writing
(EN9WC-la-
8-lc-8)

6. Writing an
informative,
journalistic,
and literary
writing
(ECAS9WC-
l-l.4d)