SCHOOL OF OUR LADY OF LA SALETTE

Mt. 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 (7 th edition)
Prepared by: Kathrine Joyce C. Tordilla
1st Quarter
JUNE
WEEK
1st week
2nd week

3rd week

Class

4th week

TOPIC
Orientation
The Beginning of English Literature
The Story of Beowulf
Speech: // sound
Constructing Good Sentences
Elegiac Lyrics of the Pagan Age
Idiomatic Expressions
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
Geoffrey Chaucer
Speech: /th/ sound
The Pardoners Tale
The Renaissance in England
Songs from Shakespeares Play

Agreement between Subject and Verb

1 week

TOPIC
Romeo and Juliet: A Summary
Further Review of Subject and Verb Agreement
Hamlet: A Summary
Avoiding Run-on Sentences

2nd week

JULY
WEEK
st

3rd Week

4th week

Merchant of Venice: A Summary

Constructing Compound Subjects and Compound
Predicates
Shakespeares Sonnets
Using Word and Phrase Modifiers
Ben Jonson/ Song to Celia
Thomas Lodge/ Rosalinds Madrigal
Thomas Campion/ Cherry Ripe
Using Clause Modifiers
Combining Clause Modifiers
Avoiding Dangling Modifiers
Correcting Misplaced Modifiers
Using Coordinating Conjunctions
Combining Sentences

2nd Quarter
AUGUST
WEEK
st

1 week
2nd week

TOPIC
st

1 Quarterly Exam
George Herbert/ Virtue

3rd week

4th week

Thomas Dekker/ Art Thou Poor

Parallelism
Francis Bacon/ Of Studies
Observing Agreement of Pronoun with Antecedent
Two Streams- English and American Literature
English Stream: The Neo- Classical Period
John Milton
Alexander Pope
Mastering Roots, Prefixes, and Suffixes
Joseph Addison

Writing Related Paragraphs

Thomas Gray
Speech: Long Vowel Sounds
Topic Sentence
William Blake

SEPTEMBER
WEEK
1st week

TOPIC
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
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

4th week

3rd Quarter
OCTOBER
WEEK
1

ST

week

TOPIC
nd

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 week

Teachers Retreat
NOVEMBER
WEEK

st

1 week

2nd week

3rd week

TOPIC
Writing Diary Entries
Henry David Thoreau
Understanding and Writing Anecdotes
Walt Whitman
Analyzing and Writing Narrative Sketches
Emily Dickinson
Writing Stories
Joaquin Miller
Eugene Field
Speech: /i/ sound
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
WEEK
st

1 week

2nd week

3rd week
4th week

TOPIC
Alfred Edward Housman
Using Infinitive and Infinitive Phrases
Alfred Noyes
Using Participles and Gerunds
William Butler Yeats
Using Characterization in a Story
John Masefield
Analyzing Expository Paragraphs
Gilbert Keith Chesterton
Constructing Definitions
Rupert Brooke
Achievement Test
Christmas

4th Quarter
JANUARY
WEEK
1

ST

week

TOPIC
rd

3 Quarter Exam

2nd week

3rd week

4th week

Siegfried Sassoon
Wystan Hugh Auden
Walter de la Mare
Making a Summary
John Galsworthy
Reading Sentences with Correct Intonation
Early 20th Century American Literature
William Saroyan
Using the Present Perfect and the Present Perfect
Progressive Tenses
William Sydney Porter
Using Past Perfect Tense
Sinclair Lewis
Using the Future Perfect Tense
Edwin Arlington Robinson
Edna St. Vincent Millay
Amy Lowell

FEBRUARY
WEEK
st

1 week

TOPIC

Carl Sandburg
Robert Frost
Understanding a One-Act Play

Contemporary Philippine Literature in English

Active and Passive Voice

2nd week

3rd week

4th week

Ligaya Victorio Fruto

Trinidad Tarrosa Subido
Amador Daguio
I.V. Mallari
Alejandro Roces
Understanding Argumentation and its Forms
Maximo Ramos
Kerima Polotan Tuvera
Gilda Cordero-Fernando
Conrado Pedroche
Edith Tiempo
Using Modal Auxiliaries in Arguments
Distinguishing Direct Speech from Indirect Speech

MARCH
WEEK
1St week
2nd week
3rd week
4th week

TOPIC
Final Examination
Clearance Week
Closing
Start 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 AngloAmerican 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 others

IV. CONTENT

1st QUARTER
English Literature- From Its Beginnings to the Renaissance
TIME
FRAME

TOPIC
LITERATURE:
The Old English
Period

The Story of Beowulf

WEEK
2

OBJECTIVES
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

LEARNING
ACTIVITY/
STRATEGY
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

EVALUATION
Recitation
Drills
Quiz
Board work

PERFORMAN
CE TASK
Students 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.

VALUES
INTEGRATI
ON
Appreciate
the culture
of the early
England
Emulate
qualities of
a good
leader

Elegiac Lyrics of the

Pagan Age
LANGUAGE:
Constructing Good
Sentences
Idiomatic Expressions
SPEECH:
// sound

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

Realize that the ruins

of a place speak
much of its former
occupants
Construct good
sentences
Use idioms correctly
in sentences
Determine words with
// 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

Three English Ballads

WEEK
3

Thomas Malory: The

Death of Arthur

Identify the
characteristics of a
ballad
Enumerate the
elements of poetry in
a ballad
Describe the narrative
and musical quality of

and solution
Research Work:
Have students
research about
Elegiac Lyrics of the
Pagan Age
Drills: Let students
perform drills on
sentence completion

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

This will last

for a
maximum of
3 minutes
only.

Seatwork
Recitations
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 knights
Express
enjoyment
in reading
and writing
ballads

ballads
LANGUAGE:
Avoiding Sentence
Fragments
Distinguishing
between Sentences
and Fragments

Make inferences
about the story read
Convert fragments
into complete
sentences

Drill: Let students

perform drills on
correcting sentence
fragments

SPEECH:
Speech: // sound

Recognize words with

// sound
LITERATURE:
Geoffrey Chaucer: The
Pardoners Tale
The Renaissance in
England

WEEK
4

Songs from
Shakespeares Play
LANGUAGE:

Differentiate
character traits of
people
Note details in
reading selection
Give historical
insights on the
Renaissance
Name the
Renaissance
personages in English
literature
Enumerate
Shakespeares
contributions to

Discussion: Let
students participate
on the discussion of
different Canterbury
Tales

Research: Ask
students to conduct
a research of
Shakespeares play
and make a brief

Seatwork
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

Agreement between
subject and verb

English literature and

language

SPEECH:
/th/ sound

Use the present form

of the verb correctly

LITERATURE:
Romeo and Juliet: A
Summary

Pronounce aptly the

words with /th/
sounds
State the main events
in the story through a
story map

WEEK
5
Hamlet: A Summary

LANGUAGE:
Further Review of
Subject and Verb
Agreement
Avoiding Run-on
Sentences

Identify the resolution

to the problem in the
story

Give own examples of

sentences with the
present form of the
verb
Detect run-ons and

summary to be
reported in class
Drill: Have students
perform drills on
identifying the
correct form of the
verb

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 work
Group activity
Class
discussions
Drills

Students will
be paired and
asked to act
out the scene
of Romeo and
Juliet

Accept lifes
everyday
challenges

LITERATURE:
Merchant of Venice: A
Summary

Film Viewing: Have

students watch a
film adaptation of
the story
Movie 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 sonnets
Drill: Ask students
to perform drills on
constructing
compound subjects
and predicate

Seat work
Group activity
Class
discussions
Drills

Using Word and Phrase Identify where to

Modifiers
place a modifier in a
sentence
LITERATURE:
Identify the
Ben Jonson: Song to
Renaissance writers
Celia
and their works
Thomas Lodge:
Rosalinds Madrigal
Express appreciation
Thomas Campion:
for lyric poetry
Cherry Ripe

Panel Discussion:
Ask students to hold
a panel discussion
on whether a jilted
woman or man
should get married
again or not

Seatwork
Recitation
Drill
Class Discussion

LANGUAGE:
Using Clause Modifiers

Drill: Let students

perform drills on

WEEK
6
Shakespeares
Sonnets
LANGUAGE:
Constructing
Compound Subjects
and Compound
Predicates

WEEK
7

complete sentences.
Identify main events
in the story

Determine the
message in
Shakespeares
sonnets
Combine related
elements to create a
compound subject or
compound predicate

Use clause modifiers

Students 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
criteriapreparation,
stage
presence,
voice and
articulation,
and over-all
performance

Realize
moral
responsibilit
ies in a
marriage

Appreciate
lyric poetry

WEEK
8

LANGUAGE:
Avoiding Dangling
Modifiers
Correcting Misplaced
Modifiers
Using Coordinating
Conjunctions
Combining Sentences

in sentences correctly
Correct faulty
modifiers in
sentences
Identify the common
coordinating
conjunctions
Use each coordinators
properly

clause modifiers
Drill: Have students
answer exercises on
correcting a dangling
and misplaced
modifier and using
coordinators

Students will
do a free
writing
activity. They
will be asked
to write a
composition
without a
theme given.

Follow basic
rules for
better
understandi
ng

2nd QUARTER
Two Streams- English and American Literature
TIME
FRAME

TOPIC

OBJECTIVES

LEARNING
ACTIVITY/
STRATEGY

EVALUATIO
N

PERFORMA
NCE TASK

VALUES
INTEGRATI
ON

LITERATURE:
George Herbert: Virtue
Thomas Dekker: Art
Thou Poor
Francis Bacon: Of
Studies
WEEK
2
Two Streams- English
and American
Literature
LANGUAGE:
Parallelism
Observing Agreement
of Pronoun with
Antecedent
LITERATURE:
English Stream: The
Neo- Classical Period
John Milton

Show the message of

the poem through a
poster

Demonstrate the
different importance
of studying/reading
through a commercial
Enumerate reasons
why students study or
read based on the
essay
Discuss important
details on the English
stream
Make sentences with
parallel elements
Follow the rules in the
pronoun-antecedent
agreement
Give historical
insights on the
developments in the
English literature
during the NeoClassical Period

Poster Making:
Have students
participate in
creating a poster or
an illustration which
shows the message
of the poems
Commercial: Ask
students to perform
a 10-second
commercial that
shows why
studying/reading
matters based on
the essay

Seatwork
Discussion
Presentation
Drills

Research work: Let

students research on
the English stream
Drills: Have
students perform
drills on parallelism
and pronounantecedent
agreement
Research: Let
students do research
on the developments
in the English
literature during the
Neo-Classical Period

Seatwork
Discussion
Recitation
Drill

Students 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 pronounantecedent
agreement.

Recognize
the essence
of living a
simple and
a satisfied
life

Students will
be asked to
participate in
a group
activity
about

See
opportunitie
s in every
struggle

Develop
higher
interest in
reading and
studying

WEEK
3
Alexander Pope
Joseph Addison
LANGUAGE:
Mastering Roots,
Prefixes, and Suffixes

LITERATURE:
Thomas Gray
William Blake
LANGUAGE:
Writing Related
Paragraphs

Give significant points

in the life of Milton
through his sonnets
Explain the writers
viewpoint in the poem
Explain the theme of
a selection read
Form words by adding
prefixes, and suffixes

Discuss the theme

and mood of the
poem
Explain underlying
spiritual meanings in
the poems
Determine how
paragraphs are
related to another

WEEK
4
Topic Sentence

SPEECH:
Long Vowel Sounds

Identify a topic
sentence in a
paragraph

Determine words

Discussion: Have
students participate
in the discussion of
the sonnets

Drill: Ask students

perform drills on
mastering the use of
prefixes and suffixes
in forming words
Poem Recital: Ask
students to interpret
the theme and mood
of the poem through
a poem recital
Drill: Have students
read a selection and
identify how each
paragraph are
related
Drill: Have students
perform drills on
getting the topic
sentence

mastering
the three
types of
affix.

Seatwork
Recitation
Drill
Discussion
Composition
Writing

Students 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

having long vowel

sounds-//, //, //, //

LITERATURE:
English Stream: The
Romantic Period

Recognize the
contributions of the
writer in the Romantic
Period

Robert Burns
Create visual
interpretation of the
poem
WEEK
5

Sir Walter Scott

Deliver the poem in a
group with effectively
William Wordsworth
Discuss the poems
message
LANGUAGE:
Sequence in Tense
SPEECH:
/p/ and /f/ sound

Use correct tense

sequence in
sentences
Articulate words with
the contrasting /p/
and /f/ sounds

Research: Ask
students to research
on the famous
writers during the
Romantic period
Visual
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

Seatwork
Recitation
Discussion
Drill

Students will
be asked to
compose
their own
tongue
twisters
containing
the sounds
/p/ and /f/

Show
concern to
nature
Identify the
comforts
that nature
gives to
human

sounds /p/ and /f/

WEEK
6

LITERATURE:
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
read

Discussion: Let
students share their
ideas on the poem

Note detail in a poem

read
Identify famous
English writers and
their contributions
during Victorian
Period

Research: 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 it
Discussion: Have
students participate
on the discussion by
giving ideas on the
poems theme

LITERATURE:
Alfred Lord Tennyson
Robert Browning
Matthew Arnold
Elizabeth Barrett
Browning

Choose an interesting
subject for a
composition
Discuss the theme of
the poem
Express appreciation
for the sensitivity and
melody of the lines in
the poem

LANGUAGE:
Limiting the Subject of

Limit a chosen subject

WEEK
7
Drill: Ask students

Seatwork
Recitation
Discussion
Drill

Students 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
activity

Overcome
sadness and
distress in
life

Seatwork
Recitation
Discussion
Drill

Students will
be asked to
read a
selection or
text and
make an
outline of
this
selection.

Develop a
better
outlook
towards
death

a Composition
Organizing an Outline

LITERATURE:
Christina Georgina
Rossetti
Arthur Hugh Clough
William Ernest Henley

The American Stream:

Rationalism and
Romanticism

into one specific topic

for a composition

to perform drills on
limiting the subject
for a composition
Make an outline for a
Outline: Let
composition
students make an
outline about the
assigned topic
Note the simple
Discussion: Ask
language and intense students to
emotion of a poem
contribute their
Point out details which ideas about the
make the central
message of the
thought of a poet
poem
more forceful
Point out significant
details in the
American Stream
during Rationalism
and Romanticism

Benjamin Franklin
WEEK
8
LANGUAGE:
Choosing an
interesting
Introduction to a
Composition

Note details on
Franklins biography
through a graphic
organizer
Use any of the few
interesting ways to
begin a composition

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

Seatwork
Recitation
Discussion
Drill
Composition
Writing

Students will
do a poem
interpretatio
n 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

Writing a Conclusion to
a Composition

of the ways to begin

a composition and
Write good ending to
employ this to make
a composition utilizing an introduction to a
any of the given types composition. Then,
of ending
make a good ending
by following the
suggested types of
ending

Early 20th
TIME
FRAME

WEEK

3rd QUARTER
Century English and American Literature

TOPIC

OBJECTIVES

LITERATURE:
William Cullen Bryant
Oliver Wendell Holmes

Describe the
sensitivity and
sensibility of a poet
Identify specific
details that create the
mood and reflect the
tone of a poem read.
Note the rich imagery

LEARNING
ACTIVITY/
STRATEGY
Picture Cueing:
Show some pictures
and conduct a
freewheeling
discussion on these
pictures.
Paraphrasing:

EVALUATIO
N

PERFORMA
NCE TASK

Seatwork
Recitation
Discussion
Drill
Composition
Writing

Learners will
be asked to
share

VALUES
INTEGRATI
ON
Positive
outlook on
death,
Being noble
as they
grow older

in a poem read
LANGUAGE:
Writing a Narrative
Developing a Simple
Incident Narrative

WEEK
3prese
ntation

Write a narrative
composition

LITERATURE:
Nathaniel Hawthorne
Edgar Allan Poe

Identify the meanings

of symbols in fiction

Ralph Waldo Emerson

Enumerate and
explain criteria for
developing selfreliance and
harmonious
relationship with
others

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
possible
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 essay

Recitation
Discussion

Learners will Love, Selfbe asked to reliance

write a short
autobiograph
y. They will
be asked to
write an
outline of
their
autobiograph
y and consult
their parents
about the
details of
their
childhood.

LITERATURE:
Henry David Thoreau
Walt Whitman

Describe the authors

attitude toward nature
and objects of nature
Explain the theme of
the poem
Describe the
emotional impact of a
poem

Listening and
Picture Cueing:
Play the sounds of
nature and show
pictures or scenes of
tranquility and
contentment. Let
students give their
reactions.

Write a one-week
diary entry

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

LANGUAGE:
Writing Diary Entries
WEEK
4
Understanding and
Writing Anecdotes

Analyzing and Writing

Narrative Sketches

Identify an anecdote
Write an anecdote

Write a narrative
sketch

Seatwork
Recitation
Discussion
Drill
Composition
Writing

Learners will
be asked to
do a speech
choir
presentation
of the poem
Longfellows
The Rainy
Days

Heroism,
Patriotism

sketch
LITERATURE:
Emily Dickinson
Joaquin Miller
Eugene Field
LANGUAGE:
Writing Stories
WEEK
5

SPEECH:
/i/ sound

WEEK
6

LITERATURE:
Edwin Markham
Bayard Taylor
Edward Rowland Sill
Sean OFaolain

LITERATURE:
Katherine Mansfield
William Henry Davies
LANGUAGE:

Identify currents of
deep wisdom in very
simple verses
Describe the dramatic
power of poetry

Discussion: Discuss
content. Lead the
class to analyze the
poets craft-theme,
lyricism, originality,
rhyme, and rhythm
Create a probable
Writing: Discuss
setting after studying writing a story and
a possible story
setting and have the
beginning
students perform
Create characters that drills
may appear in implied
stories because of the Drill: Ask the class
setting
to practice
Pronounce correctly
articulating words
words with the /i/
with the vowel sound
sound
Interpret poetic
Discussion: Elicit
details and figurative
from the class their
language
insights on the
Give words that
poets intent in
rhyme with listed
writing the poem
words
and the selection
Enumerate
descriptive details
Describe interaction
Discussion: Elicit
among fiction
from the class their
characters
insights on the
Describe imagery in a writers intent in
poem
writing the poem

Seatwork
Recitation
Discussion
Drill
Composition
Writing

Courage to
take risks,

Recitation
Discussion

Equality
among all
people
regardless
of social
status, race
or color

Seatwork
Recitation
Discussion
Drills

Students will
be asked to
read poems
with
appropriate

Compassion
to the poor

WEEK
7

Punctuating
Conversations
Mastering Plot
Development
Reading Using Tone
Color
SPEECH:
/-d/ and /-ed/ sound

LITERATURE:
Alfred Edward
Housman
Alfred Noyes
William Butler Yeats

WEEK
8
LANGUAGE:
Using Infinitive and
Infinitive Phrases

Using Participles and

Gerunds

Punctuate
conversations
correctly for effective
narration
Pronounce verbs
clearly to show
distinction in the final
sound
Identify the mood of
each poem and select
the details that
emphasize this mood
Express 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
to
Write sentences using
infinitive phrases
Use participles and
gerunds correctly

and the selection

Drill: Have students
perform drills on
punctuating
conversations

differentiatio
n in tone
color and to
record their
reading of
one of the
poems. Their
recording will
be judged
according to
a rubric.

Drill: Let students

do the exercises
regarding the final
sounds
Paraphrasing:
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
Drills

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

LITERATURE:
John Masefield
Gilbert Keith
Chesterton
Rupert Brooke

WEEK
9

LANGUAGE:
Using Characterization
in a Story

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

Write a character
sketch

Analyzing Expository
Paragraphs
Recognize expository
paragraphs

Constructing
Definitions
Make correct
definitions

Paraphrasing:
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
characterization
Composition
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
Drills

Students are
asked to be
the
characters

Every
creaturegreat
or
small-has a
place
in
Gods
creation,
Love for the
country

4th QUARTER
Contemporary Philippine Literature in English
TIME
FRAME

TOPIC
LITERATURE:
Siegfried Sassoon
Wystan Hugh Auden
Walter de la Mare
John Galsworthy

WEEK
2

LANGUAGE: Making a
Summary
SPEECH:
Reading Sentences
with Correct Intonation

OBJECTIVES
Interpret imagery,
figurative language,
and other poetic
devices
Explain
characterization
through language
action, and mood in a
story read
Write summaries of
some selections

LEARNING
ACTIVITY/
STRATEGY
Discussion: 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

EVALUATIO
N
Seatwork
Discussion
Drill
Writing

PERFORMA
NCE TASK

VALUES
INTEGRATI
ON
Courage in
facing the
mysteries in
life

LITERATURE:
Early 20th Century
American Literature
William Saroyan
William Sydney Porter

WEEK
3
LANGUAGE:
Using the Present
Perfect and the
Present Perfect
Progressive Tenses
Using Past Perfect
Tense

LITERATURE:
Sinclair Lewis

Read questions and

answers with correct
intonation
Discuss 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
sentence
Identify character
traits, humor, and

correct intonation of
the sentence
patterns; then let the
students follow
Discussion: Elicit
from the class their
insights on the
writers intent in
writing the poem
and the selection

Seatwork
Recitation
Discussion
Drill

Not judging
by physical
appearance
alone, The
pleasure of
giving

Seatwork
Recitation

Taking care
of Gods

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

Discussion: Discuss
story content. Let

WEEK
4

Edwin Arlington
touches of local color
Robinson
in a story
Edna St. Vincent Millay
Amy Lowell
LANGUAGE:
Using the Future
Perfect Tense
LITERATURE:
Carl Sandburg
Robert Frost

Understanding a OneAct Play

WEEK
5

Contemporary
Philippine Literature in
English
LANGUAGE:
Active and Passive
Voice

LITERATURE:

Use the Future Perfect

Tense correctly in a
sentence
Note details that
create the dominant
impression in each
poem

Present a chosen oneact play

Discuss the Filipino
writers and their
works
Change the voice of
the verb in the
sentence
Identify the themes of

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
tense
Paraphrasing:
Guide the class to
discuss poem by
paraphrasing. Focus
the discussion on the
details that clearly
bring out the theme
of Chicago
One-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
verbs
Discussion: Elicit

Discussion
Drill

gifts to the
world,
Simplicity in
all things

Seatwork
Recitation
One-Act Play
Discussion
Drill

Keeping
promises

Seatwork

Home is

WEEK
6

Ligaya Victorio Fruto

Trinidad Tarrosa
Subido
Amador Daguio
I.V. Mallari
Alejandro Roces

poems
Recognize the
spiritual value in a
poem
Express appreciation
for free verse

from the class their

Recitation
insights on the works Discussion
of Filipino writers

LITERATURE:
Maximo Ramos
Kerima Polotan Tuvera
Gilda CorderoFernando

Empathize with
characters in a story
Note details in a story
Point out the
interdependence of
plot, setting, and
characterization

Discussion:
Conduct a
freewheeling
discussion on the
story read

LANGUAGE:
Understanding
Argumentation and its
Forms

Correct a faulty
reasoning through
argumentation

WEEK
7

LITERATURE:
Conrado Pedroche
Edith Tiempo
WEEK
8

LANGUAGE:
Using Modal
Auxiliaries in
Arguments

Drill: Have the

students answer
exercises in
correcting a faulty
reasoning through
argumentation
Read poems with
Discussion: Guide
correct phrasing and
the class in reading
pausing
poems with correct
Note details in a poem phrasing and
pausing. Discuss
poem content
Write a paragraph
Drill: Have the class
expressing argument
write a paragraph to
with the use of
express opinion,

Seatwork
Recitation
Discussion
Drill

Seatwork
Recitation
Discussion
Writing
Drill

where the
heart is,
True Faith,
Proper
sense of
values to a
dignified life
Coping with
problems

Simplicity in
life, Love for
the
environmen
t

Distinguishing Direct
Speech from Indirect
Speech

modals
Determine a sentence
in direct speech or
indirect speech
Change sentences
from direct to indirect
speech
Construct sentences
in indirect speech

recommendation, or
argument using
correct modals
Drill: Ask students
to answer some drills
on the Direct Speech
and Indirect Speech