Académique Documents
Professionnel Documents
Culture Documents
English
Learning Module 1
Session Objectives
In this learning session, the participants should
be able to:
1. gain clearer understanding of the contents and
processes in teaching Grade 9 English
2. discuss difficulties / concerns related to the
teaching of Grade 9 English and give
recommendations
DEPARTMENT OF EDUCATION
GROUP ACTIVITY
1. Choose a facilitator and a rapporteur.
The
me
Lesson
No. &
SubTheme
Gramm
ar
/
Langua
ge
Focus
Enabling
Activities
Culminat
ing
Activity
FINDINGS
RECOMMENDATIONS
ANALYSIS
On the Activity
1.What discoveries have you
come up with after doing the
activity?
1.What topics/competencies
do you think will the teachers
find difficult to teach? Why?
DEPARTMENT OF EDUCATION
S
S
T
S
DEPARTMENT OF EDUCATION
E
N
Enabling
Activities
Culminati
ng
Activity
Performanc
e
Standard
Learning
Competenci
es
Content
Standard
Your Journey
Your
Objectives
Your Initial
Task
Your Text
Your
Discovery
Task
Your Final
Task
My Treasure
LANGUAGE
The K to 12
Philippine
Basic
Education
Curriculum
Framework
Holistic
Filipino
Learner/
Child
English Grade 9
ENGLISH
CONCEPTUAL
FRAMEWORK
ANALYSIS
Assessment can be done in various ways to address different abilities,
interests and motivation of learners and is built into instructional process;
moves from judgmental to developmental.( self-assessment, reflective,
informal, diagnostic, formative, peer assessment and portfolio
assessment) generates input to inform and guide
Continuous Assessment ( CA) is an on going, informal assessment
and evaluation ( process of making a judgment of a product, a response and a
performance based on criteria )
combined.
DEPARTMENT OF EDUCATION
ANALYSIS
Continuous assessment effectively demonstrates
and reflects the actual learning in the classroom. It
is a process of gathering and integrating
information
affirms high-order, creative and critical thinking;
and because it embraces not only cognitive
outcomes but behavioral and affective outcomes
as well.
---- Carol A. Puhl
DEPARTMENT OF EDUCATION
ANALYSIS
- directs instructional attention
- authentic, real-life tasks
- holistic and heavy on critical thinking and integration
- multi-dimensional
- typically done in a range of tasks
- provide feedback/ comments(from peers, teachers)
that happens during the process while there is still
time to change and feedback happens quickly
- learners , parents are invited to help assess
DEPARTMENT OF EDUCATION
Listening
Comprehension
Viewing
Comprehension
Le
ar
ni
ng
Vocabulary
Development
Content
Standard
Co
m
pe
te
Performance
nc
ie
Standard
s
Literature
Writing &
Composition
DEPARTMENT OF EDUCATION
Oral
Language &
Fluency
Grammar
Awareness
English Grade 9
Grade Level Standard:
The learner demonstrates communicative competence through his/her
understanding of British-American Literature, including Philippine
Literature and other text types for a deeper appreciation of Philippine
Culture and those of other countries.
DEPARTMENT OF EDUCATION
DEPARTMENT OF EDUCATION
Performance Standard:
answers the
question: What
should students
know (knowledge)
and do (skills)?
shares the most
important and
enduring ideas,
issues, principles,
skills and habits of
mind
expresses the
desired results
DEPARTMENT OF EDUCATION
Performance Standard:
DEPARTMENT OF EDUCATION
AngloAmerican
literature
other
text
types
Word
derivation
and
formation
strategies
ENHANCING
THE SELF
Participate
actively in a
Speech
Choir
Interjections
Punctuation
marks
DEPARTMENT OF EDUCATION
Appropriate
word order
Processing,
assessing,
summarizing
information
Delivery
Focus
Voice
Verbal &
Non-verbal
Strategies
Facial
Expressions
Audience
Contact
active
participation in a
Body
Movements/
Gestures
DEPARTMENT OF EDUCATION
SPEECH
CHOIR
LC
Listening
Comprehensi
on
EN9LC-Ia8:Process
information
mentioned in
the text
listened to
EN9LC-Ia3.6:Perform
a task by
following
instructions
VC
Viewing
Comprehensio
n
EN9VC-Ia3.8:Infer
thoughts,
feelings, and
intentions in
the material
viewed
V
Vocabulary
Developme
nt
EN9V-Ia1:Provide
words or
expressions
appropriate
for a given
situation
LT
Literature
EN9LT-Ia14:Analyze
literature as
a means of
discovering
the self
EN9LT-Ia14.1:
Identify the
distinguishin
g features of
notable
AngloAmerican
lyric poetry,
songs,
poems,
sermons,
and
allegories
WC
Writing and
Compositio
n
EN9WCIa-8:
Distinguish
between
and among
informative
,
journalistic,
and literary
writing.
F
Oral Language
and
Fluency
EN9OL-Ia1.15:Use the
appropriate
segmentals
(sounds of
English) and
the
suprasegmenta
ls or prosodic
features of
speech when
delivering lines
of poetry and
prose in a
speech choir,
jazz chants and
raps.
G
Grammar
Awareness
EN9G-Ia1.6/1.7:Use
appropriate
punctuation
marks and
capitalization
to convey
meaning
Refer to your copy of the Curriculum Guide for a complete list of the LCs.
What have you observed on the list of LCs? What does it mean?
DEPARTMENT OF EDUCATION
DEPARTMENT OF EDUCATION
EN9RC-Ia-16:
Grade Level
Subject
Subjec
t
Grade
Level
English Grade
Grade
Grade
Grade
Quarter
Competency
Week
7
8
9
10
Domain
Reading Comprehension
Listening Comprehension
Viewing Comprehension
Vocabulary Development
Literature
Writing Composition
Oral Language and Fluency
Grammar Awareness
Quarte
r
I
II
III
IV
DEPARTMENT OF EDUCATION
Week
a
b
c
d
e
f
g
h
i
j
Competen
cy
1
2
2.1
2.1.1
(sample)
DEPARTMENT OF EDUCATION
DEPARTMENT OF EDUCATION
My
Treasure
Your Final
Task/s
Your
Journey
LEARNERS
MATERIAL
Your
Discovery
Tasks
Your
Objectives
Your
Initial
Tasks
Your Text
DEPARTMENT OF EDUCATION
Overview of
Content &
Objectives
TEACHERS
GUIDE
Activities
presents the
description and
ways to process
the tasks
DEPARTMENT OF EDUCATION
Resources
How LM is Crafted
Grammar/language is functional
DEPARTMENT OF EDUCATION
Enhancing
the Self
Lesson 1: Recognizing
Roles in Life
Grammar/Languag
e Focus
Enabling
Activities
Culminatin
g Activity
Lesson 1: Using
Capitalization and
Punctuation Marks
Lesson 1:
Community Services
Brochure
Lesson 2: Maximizing
my Strength
Lesson 2: Perform a
Rap
Perform in a
Speech
Choir
Presentatio
n
Lesson 3: Leaving a
Legacy
Lesson 3: Using
Dashes
Lesson 3: Perform a
Choral Recital
Lesson 4: Using
Contractions
Lesson 4: Info-Ad
Campaign on
Positive ways to
cope with challenges
Lesson 5: Using
Quotation Marks
Lesson 5: Poetry
Reading
Lesson 6: Celebrating
Self-worth
Lesson 6: Using
Ellipses
DEPARTMENT OF EDUCATION
Introduction,
statement about
the sub-theme
Overview of
the lesson
DEPARTMENT OF EDUCATION
Be reminded that your expected output is a well-prepared Community Services Brochure and the criteria for
assessment will be: Focus, Content, Organization, Visuals, Clarity and Language Mechanics.
Task 2
Task 3
INSPIRATIONS (EN9RC-Ia-16)
Task 4
Task 5
Task 6
Task 7
ask questions;
encourage student
questions; welcome
tentative responses as
guide to further
exploration
clarify expectations
and how learning shall
be assessed
Task 11
Task 12
Connect (EN9G-Ia-1.6/1.7)
Sensible Role Plan (EN9WC-Ia-8)
INVOLVEMENT
Task 13
Give me Eight
presents the
culminating task/s
for the lesson
serves as enabling
task for the main
product/
performance at the
end of each module
GRASPS-based
assessment criteria
provides opportunity
for reflection of
learning
valuing
resources/materials
sets of instructions
processing questions
alternative activities
alternative readings
Point of Clarifications
LM and TG
On the Usage of the Learning
Package
the learning package is NON-CONSUMABLE
existing materials developed by DepEd can still be used vis-vis the Learning Package for English Grade 9
On the Tasks / Activities
highly modifiable, but no deviation from enabling activities
and CA
consider contextualization, localization, and differentiated
instruction
begin where students are, not where the content is
DEPARTMENT OF EDUCATION
LM and TG
On Assessment
embedded in the tasks / activities
to be recorded (if ASSESSMENT OF LEARNING
summative)
not to be recorded (formative, diagnostic)
varied (product / performance)
CA = PS non negotiable
DEPARTMENT OF EDUCATION
LM and TG
Teachers Guide
contains directions for each activity
reminders/tips about the topics
alternative materials for listening and viewing
key to corrections for summative assessment
no key to corrections for varied answers
DEPARTMENT OF EDUCATION
DEPARTMENT OF EDUCATION
Mo
ve
ne on t
wl
o
ess the
on
Day
5-6
Day
1
Pre-Assess
Check for Learning
Day
2-3
Assess Learning
Grade
Enrich/
Move on
Teach
Check for Learning
Day
4
Teach
Check for Learning
Move on
DEPARTMENT OF EDUCATION
Move
on
DEPARTMENT OF EDUCATION
DEPARTMENT OF EDUCATION
Thank you!
DEPARTMENT OF EDUCATION