Vous êtes sur la page 1sur 3

Subject: English 9

Unit topic: Anglo-American Literature ( Enhancing Self)

Quarter: First Quarter

Prepared by: Hanady D. Abas

Stage I- Desired Result

Content Standard:

 The learner demonstrates understanding of how Anglo- American literature and other text
types serve as means of enhancing the self; also how to use processing, assessing,
summarizing information, words derivation and formation strategies, appropriate word
order, punctuation marks and interjections to enable him\her to participates actively in a
speech choir.

Performance Standard:

 The learner actively participates in a speech choir through using effective verbal and non-
verbal strategies based on the following criteria: Focus, voice delivery, facial expressions,
body movements\gestures and audience contact.

Big Idea 1:

 Anglo- American literature and other text types serve as a means of enhancing the self
 Processing, assessing, summarizing information
 Words derivationand formation strategies
 Appropriate word order
 Punctuation marks
 Interjections
 Speech choir

Big idea 2:

 actively participates in peech choir through using effective verbal and non-verbal
strategies

Learning Competencies:

 Identify the distinguishing features of notable Anglo-American lyric poetry songs,


poems, sermons, and allegories
 Analyze literature as a means of discovering the self
 Explain how the elements specific to genre contribute to the theme of a particular literary
selection
 Identify types and feature of poetry
 Use literary devices and techniques to craft poetic forms.
 Use the appropriate segmentals (sounds of English) and suprasegmentals or prosodic
features of speech when delivering lines poetry and prose in a speech choir, jazz chants
and raps.
 Use interjections to convey meaning

Power Standard:
 Use the appropriate segmentals (sounds of English) and suprasegmentals or prosodic
features of speech when delivering lines poetry and prose in a speech choir, jazz chants
and raps.
Supporting Standard:


 Agree or disagree with the ideas of the speaker
 Draw generalizations and conclusions from the material listened to
 Assess the relevance and worth of ideas presented in the material viewed
 Arrived at meaning of words through word formation (clipping, blending, acronym,
compounding, folk etymology
 Explain how the elements specific to genre contribute to the theme of a particular literary
selection
 Identify types and feature of poetry
 Use literary devices and techniques to craft poetic forms.
 Use interjections to convey meaning

ENDURING UNDERSTANDING:

The students will be able to understand that Anglo- American literature and other text types
serve as means of enhancing the self by actively participates in speech choir through using
effective verbal and non-verbal strategies.

ESSENTIAL QUESTION:

How can Anglo- American Literature help the students to enhance themselves?

TRANSFER GOAL:

 Students in their own and in the long run will be able to actively participates in speech
choir through using effective verbal and non-verbal strategies

PERFORMANCE TASK IN GRASPS

GOALS This aims to show the capability of the learners to actively


participate and perform speech choir in English Festival through
using effective verbal and non-verbal strategies.
ROLE A proud participants and performer
AUDIENCE Students and teacher
SITUATION English Festival is fast aproaching. The major competition on the
said event is speech choir. In order to win, the Grade 9 adviser
announces that they need to actively participate on the said event.
She give a piece and rubric to her students. It will serve as a guide
for them to win in speech choir competition.
PRODUCT The speech choir performance of the students.
STANDARD This performance task will be graded based on the following criteria:
Focus, voice delivery, facial expressions, body movements\gestures
and audience contact.
RUBRIC FOR SPEECH CHOIR

Criteria 5 4 3 2
1)Delivery Excellent ways Satisfactory Fair ways of Poor ways of
of delivering ways of delivering the delivering the
the speech delivering the speech speech
with speech
impressive
mastery of line
2)Focus The The The The
presenter’s presenter’s presenter’s presenter’s
focus on focus on focus on focus on
delivering the delivering the delivering the delivering the
speech is speech is speech is speech is lose
excellent satisfactory sometimes
distractible
3) Voice Impressive Good blending Fair blending Limited
blending of and good use of voice and blending of
voice and of vocal vocal voice and
vocal expression expression vocal
expression expression
4)Facial Expression Excellent use of Good use of Fair use of Limited use of
facial facial facial facial
expression to expression to expression to expression to
show the show the show the show the
emotions of the emotions of emotions of emotions of
speech the speech the speech the speech
5) Body The The The The
Movement/Gestures movements, movements, movements, movements,
actions and actions and actions and actions and
gestures of the gestures of the gestures of the gestures of the
presenters are presenters are presenters are presenters are
impressive good fair poor.
6) Audience Contact The presenters The presenters The presenters The presenters
are impressive are good in are fair in are poor in
in getting the getting the getting the getting the
attention of attention of attention of attention of
audience audience audience audience
TOTAL: