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G9 English Lesson Exemplar 1st Quarter
Diploma in proffesional education (Cebu State College of Science and Technology)
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CITY SCHOOLS DIVISION OF TAYABAS
Tayabas City
LESSON EXEMPLAR
Grade 9-English
Quarter:
Theme:
Sub-Theme:
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,
word
derivation
and
formation strategies, appropriate word
order, punctuation marks and interjections
to enable him/her to participate actively
in a speech choir.
I.
FIRST
Enhancing the Self
Recognizing Roles in Life
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.
LEARNING COMPETENCIES
EN9LT-Id-2.2.14: Analyze literature as a means of discovering the self
EN9OL-Ia-1.14: Use the correct pitch, juncture, stress, intonation, rate of speech,
volume and projection when delivering lines of poetry and prose
in dramatic and conventional speech choirs
EN9F-Ih-3.14: Use the appropriate and effective speech conventions expected of
speech choir presentations
Objectives:
1. Discover things about oneself through analyzing the poem
2. Explain the literary devices used in the poem upon examining its structure
3. Perform a speech choir observing appropriate and effective speech
conventions
4. Reflect on the message of the poem and find values one can apply in
real life
II.
LEARNING CONTENT
Lesson: “Seven Ages of Man” by William Shakespeare
Materials:
1. Laptop
2. Speaker
3. Projector
References:
1. K to 12 Curriculum Guide (May 2016)
2. A Journey through Anglo-American Literature Learner‘s Material for English
3. Online References
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III.
LEARNING TASKS
Introduction: Have you ever pondered what role/s you play at this point of your
life?
Preliminary Activity:
TASK 1: SIGN UP
“Do you know yourself well?”
1. The teacher brings an actual slambook and shows to the class.
 Have you ever experienced writing in a slambook?
 What information are you asked to provide in a slambook?
 What is the purpose of asking someone to sign in a slambook?
2. Students will be asked to complete a slambook page that has been provided
for each of them. Specific instructions will be given before starting to
accomplish the page.
Answer in ALL CAPS (all letters in uppercase).
Encircle your rating in the “Rate Yourself” portion.
Observe neatness.
 How well do you know yourself? Rate from 1 to 10.
 Do you believe there are still things you will discover about yourself as you
grow older?
 What do you think is the importance of knowing oneself?
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Activity:
TASK 2: YOUR ROLE SOUNDS FAMILIAR
“Are you familiar with the key officials of the school? Are you aware of the
importance of their roles in the operation of the school?”
The teacher shows pictures of people who play key roles in the school and
students will be asked to recognize them.
School Nurse
Guidance
Counselor
School
Librarian
School
Principal
1. Complete the statement to find out one thing common among them:
“Each of them plays an important ________ in Luis Palad National High
School.”
2. The class will be divided into groups and they‘ll be doing a role play
depicting the roles of these officials.
 What duties and responsibilities of each official are apparent in the
role play?
 Imagine if the school does not have the key officials. What do you
think will happen?
 Do you think their roles end the moment they step out of school?
What are the other roles they play in life?
 How about you? Do you have roles other than being students in
school?
TASK 3: MY ROLES IN LIFE
In your notebook, complete the organizer by placing your name at the
middle circle and writing the roles you play in the surrounding circles.
Outside the circle of each role you listed in the first task, write if you are
`Effective‘, ‗Partially Effective‘, or ‗Ineffective‘.
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Analysis:
Seven Ages of Man
By William Shakespeare
All the world’s a stage,
And all the men and women merely players;
They have their exits and their entrances,
And one man in his time plays many parts,
His acts being seven ages. At first the infant,
Mewling and puking in the nurse’s arms;
And then the whining schoolboy, with his satchel
And shining morning face, creeping like snail
Unwillingly to school. And then the lover,
Sighing like furnace, with a woeful ballad
Made to his mistress’ eyebrow. Then a soldier,
Full of strange oaths, and bearded like the pard,
Jealous in honor, sudden and quick in quarrel,
Seeking the bubble reputation
Even in the cannon’s mouth. And then the justice,
In fair round belly with good capon lined,
With eyes severe and beard of formal cut,
Full of wise saws and modern instances;
And so he plays his part. The sixth age shifts
Into the lean and slippered pantaloon,
With spectacles on nose and pouch on side;
His youthful hose, well saved, a world too wide
For his shrunk shank; and his big manly voice,
Turning again toward childish treble, pipes
And whistles in his sound. Last scene of all,
That ends this strange eventful history,
Is second childishness and mere oblivion,
Sans teeth, sans eyes, sans taste, sans everything.
TASK 4: READ AND DISCOVER
1. The teacher reads the poem.
2. A video of the poem will be shown to the class.
Source: https://www.youtube.com/watch?v=T3NEtCtx7Pg
3. Students will read the poem aloud.
TASK 5: DELVE DEEPER
Poem will be analyzed with these guide questions and others
provided in the powerpoint presentation.
1. What comprises the seven ages of man or stages in life of man
according to the poem?
2. How are the seven ages of man described?
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3. Which lines describe the roles in life that man performs?
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TASK 6: DO THE TABLEAU
1. By group, the class will be depicting each
stage in the life of a man through depicting
the scenario in a tableau.
2. In two minutes, the students will assemble
themselves to depict each of the seven
stages in the poem.
3. When time‘s up, they‘ll freeze until the
teacher tells them it‘s time to move. Best
group will be chosen for each stage and the
group who accumulates the highest point
TASK 7: DI FOR SEVEN AGES
The class further analyzes the structure of the poem. Different tasks will be
assigned to the groups in the class.
GROUP 1 - WORD BANK
A Word Bank is a collection of words you use to convey meaning clearly and effectively. It
is one way of enriching your vocabulary.
Instructions:
 Read the poem silently and look out for words in the poem that fit each
description below.
1. a lyric poem that tells a story
2. a fat chicken
3. crying
4. promises or pledges to accomplish
5. display unconsciousness or nothingness
6. throwing or vomiting due to sickness
7. a school bag
8. without
9. produces a high shard sound
10. unhappy or sorrowful sound
 Fill out the chart below with your difficult words and their meanings. Use the words
in your own sentences.
New/Heavy/Loaded
Meaning
Sentence
Word
GROUP 2 - INTERNAL RHYME AND END RHYME
Instructions:
 Read the poem and spot the words that rhyme.
 Make a list of these rhyming words and determine which are examples of internal
rhyme and end rhyme.
 Fill out the table below with the appropriate entries.
Rhyming Words in The Seven Ages of Man
End Rhyme
Internal Rhyme
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GROUP 3 - LITERARY SOUND EFFECTS: Onomatopoeia, Alliteration, Assonance, and
Consonance
Instructions:
 Read the poem and look for words or lines that contain onomatopoeia,
alliteration, assonance, and consonance.
 List them and chart on the space provided.
ONOMATOPOEIA
ALLITERATION
ASSONANCE
CONSONANCE
GROUP 4 - IMAGERY
Instructions:
 Read the poem and think of the images the words created in your mind.
 Picture them in your mind and try to bring them in clear focus.
 List these words/lines that create clear pictures in your mind.
 Share a relevant experience that you‘ve had.
 Complete the chart shown below and fill it out with the entries called for.
Imagery in The Seven Ages of Man
Words/Lines
Type of Imagery
Meaningful Experience
GROUP 5: GETTING TO KNOW WILLIAM
Instructions:
 Do some readings on the life of William Shakespeare.
 Write and present to the class ten important facts about him.
 Report in a creative way.
TEN INTERESTING FACTS ABOUT WILLIAM SHAKESPEARE
Abstraction:
TASK 8: WHERE AM I?
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Application:
TASK 9: FAN LETTER TO A ROLE MODEL
You look up to your parents, grandparents, teachers, relatives or
friends because they inspire you to perform roles in life
effectively. You regard them as good role models who help you
go along the way.
 Choose an inspirational person and write a fan letter to him/her.
 In the first paragraph, tell him/her the purpose of writing your letter. Write
about the qualities you admire about him/her.
 In the second paragraph, tell how s/he influences you to become better.
 In the third paragraph, make a request. It may be for some object or symbol
and for some tips of their success.
 Use the provided activity sheet.
LETTER WRITING RUBRIC
Criteria
Content
Grammar and
Mechanics
Neatness
Description
The content clearly
depicts the purpose.
Paragraphs satisfied the
given guidepost
provided.
Correct uses subject and
verb agreement,
capitalization, and
punctuation marks are
apparent.
The write up is free from
erasures and legibly
written.
Weight
10pts.
Score Obtained
5pts.
5pts.
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Assessment:
TASK 10: SPEECH CHOIR PRESENTATION
Have you ever wanted to be on stage while you’re
with a group reciting a poem? Here’s your chance!
You will be performing a speech choir presentation
with “Seven Ages of Man”.
SPEECH CHOIR RUBRIC
Criteria
Delivery
Voice
Non-verbal
Effectiveness
Choreography
Enhancements
Description
Proper phasing, pausing,
intonation, and stress are
observed throughout the
piece, thus helping the
audience to understand
clearly the piece and its
meaning.
Interesting choices in
emphasis, lots of variety in
pitch, tone, volume, and temp
are exhibited. Choices made
suit the line being said. Voice is
clear, articulate and loud.
Poem is fully memorized, and
expression is carefully planned.
Gestures are appropriate to
the meaning of the lines and
eye contact is established with
the audience.
Group is always in unison when
reciting lines. Movements are
carefully synchronized with all
group members either in
unison or balanced. Various
formations are effectively
utilized.
Costumes, props, background
music, and sound effects are
properly utilized to enhance
the presentation and not to
distract or hamper the
performance.
Weight
25pts.
Score Obtained
25pts.
20pts.
15pts.
15pts.
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CITY SCHOOLS DIVISION OF TAYABAS
Tayabas City
LESSON EXEMPLAR
Grade 9-English
Quarter:
Theme:
Sub-Theme:
Content Standard:
The learner demonstrates understanding
of how Anglo-American literature and
other text types serve as a means of
enhancing the self; also how to use
processing,
assessing,
summarizing
information,
word
derivation
and
formation strategies, appropriate word
order, punctuation marks and interjections
to enable him/her to participate actively
in a speech choir.
I.
FIRST
Enhancing the Self
Recognizing Roles in Life
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.
LEARNING COMPETENCY
EN9OL-1a-1.15: Use the appropriate segmentals (sounds of English) and the
suprasegmentals or prosodic features of speech when delivering
lines of poetry and prose in a speech choir, jazz chants and raps
Objectives:
1. Define word stress
2. Determine the stressed syllables in given words
3. Pronounce words with correct stress
4. Appreciate the importance of using correct/proper stress in pronouncing
words
II.
LEARNING CONTENT
Lesson: Word Stress
Materials:
1. Manila paper and marker
2. Handouts for the activity
References:
1. K to 12 Curriculum Guide (May 2016)
2. A Journey through Anglo-American Literature Learner‘s Material for English
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III.
LEARNING TASKS
Introduction: Word stress is considered a ―magic key‖ in understanding spoken
English. Being a part of the English language, it is a tool that non-native speakers
can use to communicate accurately and fluently.
Preliminary Activity:
TASK 1: MIND YOUR SYLLABICATION
What is ―syllable‖ in Filipino? Give samples of Filipino words
and indicate the number of syllables. Provide the English
equivalent of the words and likewise identify the number of
syllables. Notice how the words are pronounced. Do all
syllables receive the same degree of emphasis?
Activity:
TASK 2: STRESS BUT DON‟T STRESS!
Read the following sentences:

o O
O o
I carried the b‘tell to the hottle.

They will desert the desert by tomorrow.

What is the meaning of the first sentence? How about the second?

What do you think is the factor/factors that affected the understanding
of the meaning of the sentence?
Analysis:
TASK 3: STRESS IT OUT!
Based on the first activity, answer the following questions:



How does pronunciation affect the meaning of the word/message?
Can you cite some instances where you have been misunderstood
because of the way you said something/pronounced a word(s)?
Is it possible to avoid those kinds of instances? How?
Abstraction:
Stress is the relative force or prominence given to a syllable or word.
Improper use of stress may result in a difference in the meaning of
utterance that can cause misunderstanding.
TASK 4: WHERE‟S MY WORD?
Below is a list of words and jumbled list of stress patterns. With your
group, match and pair the words with their corresponding stress
pattern. Post your output on the board and as a group, read
the words aloud following the assigned stress pattern.
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Example:
competition
ooOo
Words
Stress Patterns
opposition
friendly
ooOo
Oo
technician
pilot
oO
oOo
modest
examination
Oo
ooOo
record (n)
production
oO
oOo
participation
moral
oO
oOo
progress (v)
occasion
oooOo
Oo
present (v)
discussion
Oo
oOo
present (n)
vegetarian
Oo
oooOo
record
explosion
oOo
Oo
politician
desert (n)
ooOo
Oo
Application:
TASK 5: GROUP „EM UP!
Sort the words assigned to your group according to stress (first
syllable, second syllable, etc.) and present your work to the class.
Word List
sudden
project (n)
entrance
catalyst
instance
gratuity
away
below
command
destroy
reputation
lemonade
guarantee
vegetation
diagnosis
characteristic
classification
consolidation
apologetic
deliberation
satchel
woeful
spectacle
ballad
quarrel
evade
hypertension
environmental
export (n)
forget
revelation
universality
history
ignore
pantaloons
adaptability
frequently
oblivion
contribution
examination
furnace
comedian
operation
implementation
appendix
efficient
responsible
develop
orbital
religious
interfere
accommodation
exit
bacteria
engineer
organization
physical
balloon
apparatus
determination
everything
impossible
satisfactory
academician
cannon
iconic
academic
participation
cafeteria
documentary
fundamental
preposition
temperature
nutrition
explanation
configuration
permanent
democracy
generosity
experimental
treble
project (v)
employee
compatibility
capon
export (v)
volunteer
vulnerability
infant
photography
beneficiary
commemoration
interpretation
syllabication
dermatological
dependability
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Assessment:
TASK 6: CHECKPOINT
Answer the following in your ¼ sheet of paper.
Identify whether the stress is placed on:
a. first syllable b. second syllable
Write the letter of your answer.
_____ 1. honor
_____ 2. syllabication
_____ 3. legal
_____ 4. sixteen
_____ 5. ceremony
c. third syllable
d. fourth syllable
_____ 6. diplomatic
_____ 7. pretty
_____ 8. administration
_____ 9. permit (n)
_____ 10. permit (v)
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CITY SCHOOLS DIVISION OF TAYABAS
Tayabas City
LESSON EXEMPLAR
Grade 9-English
Quarter:
Theme:
Sub-Theme:
Content Standard:
The learner demonstrates understanding
of how Anglo-American literature and
other text types serve as a means of
enhancing the self; also how to use
processing,
assessing,
summarizing
information,
word
derivation
and
formation strategies, appropriate word
order, punctuation marks and interjections
to enable him/her to participate actively
in speech choir.
I.
FIRST
Enhancing the Self
Recognizing Roles in Life
Performance Standard:
The learner actively participates in a
speech choir through using effective
verbal and non-verbal activities based on
the following criteria: Focus, voice,
Delivery,
Facial
Expressions,
Body
Movements/Gestures
and
Audience
Contact.
LEARNING COMPETENCY
EN9WC-If-9.1: Identify types and features of poetry
EN9F-Ib-3.1: Produce the correct beat and rhythm in delivering jazz chants and
rap
Objectives:
1.
Differentiate end rhyme and internal rhyme
2. Analyze what type of rhyme is used in the given lines
3. Perform a rap song containing end and internal rhymes
4. Appreciate the significance of using end and internal rhyme in
composing rap songs
II.
LEARNING CONTENT
Lesson: End and Internal Rhyme
Materials:
1. Laptop
2. Speaker
3. Monitor/Projector
References:
1. K to 12 Curriculum Guide (May 2016)
2. A Journey through Anglo-American Literature Learner‘s Material for English
3. Online References
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III.
LEARNING TASKS
Introduction: Do you believe that rhyme adds up to the beauty of a verse, song,
or poem?
Preliminary Activity:
TASK 1: SPOT THE RHYMING WORDS
Read the poem and identify some pair of rhyming words.
TREES by Joyce Kilmer
I think I shall never see
A poem as lovely as a tree
A tree that may in summer wear
A nest of robins in her hair
A tree whose hungry mouth is prest
Against the earth‘s sweet flowing breast;
Upon whose bosom snow has lain;
Who intimately lives with rain.
A tree that looks at God all day,
And lifts her leafy arms to pray;
Poems are made by fools like me,
But only God can make a tree.
Activity:
TASK 2: VIEWING TIME
Watch a video clip from:
https://www.youtube.com/watch?v=WMcjQYqaeig
Analysis:
TASK 3: TAKING NOTE
Answer the following questions based from the video clip you have watched.
 What is internal rhyme? end rhyme?
 Where are rhyming words located when internal rhyme is present?
 Where are rhyming words located when external rhyme is present?
TASK 4: TRY THIS
Direction: Identify whether the lines contain end rhyme or internal
rhyme.
1. I see the red boat that has a red flag.
Just like my red coat and my little red pail.
2. It is fallible men who make the law.
This maybe a flaw, but there‘s no other way.
3. Under my window, a clean rasping sound
When the spade sinks into gravely ground.
4. With sparkling eyes, and cheeks by passion flushed
Strikes with his wild lyre, while listening dames are hushed
.
5. The moon never beams without bringing me dreams.
And the stars never rise but I feel the bright eyes.
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Abstraction:
TASK 5: WRITING LINES
1. Each of you will be given a word in a strip of paper. Find
your partner in the class by looking for the person holding the
word that rhymes with yours.
2. Working in pair, create a set of two lines (couplet) using the rhyming words you
picked to create end rhyme and another pair of lines (couplet) using the
same words to create internal rhyme.
Application:
TASK 6: MORE PRACTICE
Read the following excerpts carefully. Then, underline the words that rhyme.
Identify whether they are end rhyme or internal rhyme.
1.
They cannot look out far.
They cannot look in deep.
But when was that ever a bar.
To any watch they keep?
-Robert Frost
2.
Shall I compare thee to a summer‘s day?
Though art more lovely and more temperate;
Rough winds do shake the darling buds of May,
And summer‘s lease hath a too short a date:
-William Shakespeare
3.
Where the bee sucks, there suck I:
In a cowslip‘s bell I lie
4. The fair breeze blew, the white foam flew,
The furrow followed free;
We were the first that ever burst
Into that silent sea
-Samuel Taylor Coleridge
5. While I attended, clad in a splendid……
Now we had arranged, through notes exchanged
-Pink Dominoes by Rudyard Kipling
6. In mist or cloud, on mast or shroud,…
Whiles all the night, through fog-smoke white,
-The Rime of Ancient Mariner
7. Once upon a midnight dreary,
While I pondered, weak and weary
-The Raven by Edgar Allan Poe
8. On Waterloo Bridge, where we said our goodbyes,
The weather conditions bring tears to my eyes.
-After the Lunch by Wendy Cope
9. Double, double toil and trouble,
Fire burn and cauldron bubble
-Macbeth by William Shakespeare
10. I heard a Fly buzz – when I died –
The stillness in the Room
Was like the Stillness in the Air
Between the Heaves of Storm
I Heard a Fly Buzz When I died by Emily Dickenson
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Assessment:
TASK 7: RHYME IN A RAP
The class will be grouped into five. Each group will compose a
rap song using end and internal rhyme. Be guided by the rubric
for rap presentation.
RAP SONG RUBRIC
POOR
Theme
Clarity/Loudness
Individual
Accountability
Group Dynamics
Theme is not evident
Students song can‘t
be heard
Student did not meet
the requirement of the
role
Group did not
function well as a
group
FAIR
GOOD
Theme is partially
evident
Student‘s song can be
partially heard
Student partially met
the requirement of the
role
Some members of the
group worked well
together
Theme is clearly
evident
Student‘s song can be
clearly heard
Student fully met the
requirement of the
role
All group members
worked well together
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CITY SCHOOLS DIVISION OF TAYABAS
Tayabas City
LESSON EXEMPLAR
Grade 9-English
Quarter:
Theme:
Sub-Theme:
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,
word
derivation
and
formation strategies, appropriate word
order, punctuation marks and interjections
to enable him/her to participate actively
in a speech choir.
I.
FIRST
Enhancing the Self
Recognizing Roles In Life
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.
LEARNING COMPETENCY
EN9LC-Ia-3.6: Perform a task by following instructions
EN9LT-Ie-2.2.2: Explain the literary devices used
Objectives:
1. Define onomatopoeia, alliteration, assonance, and consonance
2. Determine the literary device used in given passages or lines
3. Perform and accomplish the given tasks by following specified instructions
4. Show appreciation of the literary piece discussed by recognizing the
presence of literary devices and its effect to the totality of the poem
II.
LEARNING CONTENT
Lesson: Literary Devices –
Onomatopoeia, Alliteration, Assonance, Consonance
Materials:
1. Tarpapel
2. Photocopies of lyrics and maze/labyrinth
3. Video and audio clips
References:
1. K to 12 Curriculum Guide (May 2016)
2. A Journey through Anglo-American Literature Learner‘s Material for English
3. Teacher‘s Guide pp. 7- 8
4. Online References
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III.
LEARNING TASKS
Introduction:
Are you familiar with the sound devices used by poets? Do these devices add to
the beauty of a literary piece?
Preliminary Activity:
TASK 1: MAZE RUNNERS
Let us play a game! The first student to find his/her exit in every
maze will be the one to unlock a key term
ATOONOMEIAPO
LLAITIAONTER
NSOCONCENA
ANANCESOS
Activity:
TASK 2: FIGURE „EM OUT
Find out the meaning of the words in the previous activity from the
following clips:
1. Onomatopoeia
https://www.youtube.com/watch?v=f1b5kCvVBo8
2. Consonance, Assonance, and Alliteration
https://www.google.com.phwebhp?sourceid=chromeinstant&ion=1&espv=2&
i=UTF-8#q=alliteration% 20rap%20song
TASK 3: EARS HERE
Now, listen to the song entitled Fireworks by Katy Perry. Based from
the definitions given in the video, point out the parts in the song
that fall under these literary devices.
Analysis:
TASK 4: POEM HUNT
In small groups of five, read the poem “The Seven Ages of Man‖ by
William Shakespeare aloud. Watch out for words that suggest sounds
of movements, actions, and meaning. List them on the table shown
below.
ONOMATOPOEIA in “The SEVEN AGES OF MAN”
Sample line/words
It looks like
The sound it
makes
How it moves
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Read the poem again, and look out for:
1. words or lines with repetition of consonant sounds at the beginning of the
words
2. words or lines with repetition of vowel sounds within words
3. repetition of consonant sounds within and at the end of the words
List all of them and chart them on the table shown below.
From The Seven Ages of Man by William Shakespeare
Alliteration
Assonance
Consonance
Abstraction:
TASK 5: LECTURE NOTES
Match column A with column B.
A
B
1. Onomatopoeia
a. words or lines with repetition of consonant
2. Alliteration
sound at the beginning of the words
3. Assonance
b. suggests actions, movements and meanings
4. Consonance
c. repetition of consonant sounds within and at
the end of the words
d. words or lines with repetition of vowel
sounds within words.
Application:
TASK 6: TRY THIS
What term best applies to each of the following lines?
a. onomatopoeia
b. alliteration
c. assonance
d. consonance
1. The bird‘s chirp filled the empty night air.
2. But a better butter makes a batter better.
3. She ate seven sandwiches on a sunny Sunday.
4. The dishes fell to the floor with a clatter.
5. Those clucking chickens are driving me crazy!
6. Whether Jew or gentile, I rank top percentile
7. A big bully beats a baby boy.
8. The furrow followed free;
9. ―His soul swooned slowly as he heard the snow falling faintly
10. A blessing in disguise.
11. It was many and many a year ago,
12. ―Men sell the wedding bells.‖
13. A host, of golden daffodils;
14. That dolphin-torn, that gong-tormented sea.‖
15. The snake slithered and hissed.
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Assessment:
TASK 7: CHECKPOINT
A. Underline the onomatopoeic expressions in the given
statements.
1. The sheep went, ―Baa.‖
2. The best part about music class is that you can bang on the drum.
3. It is not unusual for a dog to bark when visitors arrive.
4. Silence your cellphone so that it does not beep during the movie.
5. Dad released a belch from the pit of his stomach.
6. The bridge collapsed creating a tremendous boom.
7. The large dog said, ―Bow-wow!‖
8. Are you afraid of things that go bump in the night?
9. My brother can burp the alphabet.
10. Both bees and buzzers buzz.
B. Identify the passages as alliteration, consonance, or assonance.
1. Rap rejects my tape deck.
2. Toss the glass, boss.
3. Try to light the fire.
4. It beats as it sweeps as it cleans.
5. Fleet feet sweep by sleeping geese.
6. Sarah‘s seven sisters slept soundly.
7. Peter‘s piglet pranced priggishly.
8. He struck a streak of bad luck.
9. Mammals names Sam are clammy.
10. I lie down by the side of my bride.
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CITY SCHOOLS DIVISION OF TAYABAS
Tayabas City
LESSON EXEMPLAR
Grade 9-English
Quarter:
Theme:
Sub-Theme:
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,
word
derivation
and
formation strategies, appropriate word
order, punctuation marks and interjections
to enable him/her to participate actively
in a speech choir.
I.
FIRST
Enhancing the Self
Recognizing Roles in Life
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.
LEARNING COMPETENCY
EN9LT-Id-2.2.1: Express appreciation for sensory images used
Objectives:
1. Define imagery and its different types
2. Classify words according to which sense they appeal to
3. Express appreciation for sensory images by writing a poem that contains
imageries
II.
LEARNING CONTENT
Lesson: Sensory Images
Materials:
1. Laptop
2. Projector/Monitor
3. Speaker
4. Pictures
References:
1. K to 12 Curriculum Guide (May 2016)
2. A Journey through Anglo-American Literature Learner‘s Material for English
3. Online References
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III.
LEARNING TASKS
Introduction:
In literature, writers employ techniques to make the description of their pieces
more effective. The use of these techniques gives life to literary pieces. How do
they capture in words things and experiences that are supposedly seen, tasted,
heard, smelled, and felt?
Preliminary Activity:
TASK 1: RECALLING ANATOMY
Identify your five senses and which sense organs are responsible
for them.
Activity:
TASK 2: GROUP THE WORDS
Students will be given fifty words and they are to classify whether the word
appeals to the sense of sight, smell, taste, hearing and touch.
crimson
crash
slippery
azure
buttery
lukewarm
bland
sour
aromatic
overripe
stinky
giggle
inaudible
elastic
gigantic
thud
bitterweet
sticky
fragrant
odorous
rubbery
roar
damp
gallop
icy
twitter
salty
tiptoe
spicy
reeking
murmur
stench
swollen
earsplitting
freckled
rough
ramshackle
sugary
perfumed
scented
hiss
musty
crooked
prickly
buzz
robust
furry
spoiled
odorous
raw
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Analysis:
TASK 3: MY WORD BANK
Identify the words in the previous activity that are unfamiliar to
you. Supply them in the word bank.
WORD
MEANING
SENTENCE
 What words particularly appeal to your sense of sight? hearing? smell? taste?
touch?
 Which words are unfamiliar to you? What do they mean?
TASK 4: FAMILIARIZING WITH TYPES OF MAGERY
Source: https://www.google.com.ph/search?q=IMAGERY&biw=1280&bih=694&source=lnms&tbm=isch&sa=X&ved
=0ahUKEwiAt5uI06LPAhUW1GMKHbF5C-8Q_AUIBigB#imgrc=nLlq Pv9XP7Y3ZM%3A
Source: https://www.google.com.ph/search?q=IMAGERY&biw=1280&bih=694&source=lnms&tbm=isch&sa=X&ve
d=0ahUKEwiAt5uI06LPAhUW1GMKHbF5C-8Q_AUIBigB#imgrc=U5gjwzy2XWkQhM%3A
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There are five types of imagery. Try rearranging the letters to find out the term for
each type of imagery.
S
L
I
U
V
A
______________ imagery is the use of figurative language to address our sense of
vision. In that way, the reader can visualize what is happening in the story in her
or his own mind.
T
R
D
U
I
A
O
Y
______________ imagery is the use of figurative language to address to our sense
of hearing. To create a complete mental picture in the minds of the reader
about the incident in the story, the writer incorporates a description of the
sounds too.
F
O
Y
R
L
A
O
C
T
_____________ imagery is the using figurative language to address to our sense of
smell.
G
A
T
U
S
Y
O
R
T
_____________ imagery is using words to address to our taste buds. This way the
writer is capable of making us taste the food he or she is describing in the story.
A
E
I
L
C
T
T
_____________ imagery is addresses our sense of touch or that which we can feel
with our skin.
Reference: http://pediaa.com/what-are-the-types-of-imagery/
Abstraction:
TASK 5: WRITE ON!
The following are pictures and scenarios which may be familiar to you. From
these pictures, create your own sentences using any of the five types of imagery.
Source: https://www.google.com.ph/search?q=filipino+town+fiesta&biw=1280&bih=694&
source=lnms&tbm=isch&sa=X&ved=0ahUKEwjememC9aLPAhWGI5QKHXg1DJIQ_AUIBigB#tb
m=isch&q=pahiyas+festival+in+philippines&imgrc=desjrSHLn2Tp6M%3A
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Source: http://outoftownblog.com/minor-basilica-of-st-michael-the-archangel-tayabas-city/
Source: http://recipes.howstuffworks.com/local-or-organic2.htm
Source: https://plus.google.com/112366775749133025551
Application:
TASK 6: INKBLOT
Students will be asked to count off 1 to 5. Each number corresponds to the type
of imagery that the students will write about in a stanza of four lines containing
rhyme.
1 - My Favorite Sight
2 - My Favorite Smell
3 - My Favorite Sound
4 - My Favorite Taste
5 - My Favorite Feeling
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WRITING AN ACROSTIC POEM RUBRIC
Criteria
Exceeding
Standards
4pts.
Meeting
Standards
3pts.
Approaching
Standards
2pts.
Below
Standards
1pt.
Meaning and
Originality
Poem is creative and
original. It is evident
that the poet put
thought into their
words and uniquely
conveyed their ideas
and emotions.
Vivid, detailed
images and intensely
felt emotion make
the poem come
alive.
The poem is
complete and follows
its intended form.
Proper use of English
spelling and grammar
is used consistently
throughout each
poem. Punctuation is
utilized when
necessary.
Poem is thoughtful
and creative. A
couple of phrases or
ideas may be
revisited, but the
overall product is
carefully written.
Clear sensory images
are used to portray
ideas or emotions
Most of the poem is
creative, but appears
to be rushed. This is
evident in the poet's
redundancy or use of
cliches.
Poems appear to be
thoughtless or rushed.
Work is very
repetitive, and ideas
are unoriginal.
Some use of image,
idea, or emotion
Difficult to visualize
image or emotion
The poem is written in
its proper forms with a
few mistakes.
A couple of spelling
or grammar mistakes
are evident, but do
not diminish the
meaning of the
poem. Punctuation is
utilized when
necessary.
The poem is
somewhat written in
its proper form.
The poet's intended
meaning is confusing
by several spelling or
grammar errors.
Punctuation may be
misused.
The poem is not
written in its proper
form.
There are numerous
spelling or grammar
errors, making the
poems difficult to
understand.
Punctuation is used
incorrectly.
Sensory Details
Form
Grammar
Source: http://www.rcampus.com/rubricshowc.cfm?sp=yes&code=J2359Bhttp://www.rcampus.com/rubricshowc.cfm?sp=yes&code=J2359B
Assessment:
TASK 7: CHECKPOINT
Directions: Identify the type of imagery used in the following statements. Write
VIS for visual imagery, OLF for olfactory imagery, GUS for gustatory imagery, AUD
for auditory imagery, and TAC for tactile imagery.
_______ 1. She was fragrant like a morning when papayas are in bloom.
_______ 2. Her teeth were very white, her eyes were so full of laughter, and there
was the small dimple high up on her right cheek.
_______ 3. The sound of his insides was like a drum.
_______ 4. Ca Celin drove away hi-yi-ing to his horse loudly.
_______ 5. The sky was wide and deep and very blue.
_______ 6. The fields swam in a golden haze through which floated big purple
and red and yellow bubbles.
_______ 7. He faced the sun and from his mouth came a call so loud and vibrant.
_______ 8. The earth seemed to tremble underfoot.
_______ 9. The wind whistled against my cheeks and the rattling of the wheels on
the pebbly road echoed in my ears.
_______ 10. The thick, unpleasant smell of dangla bushes and cooling sun-heated
earth mingled with the clean, sharp scent of roots exposed to the night
air.
_______ 11. I thought of the food being made ready at home and my mouth
watered.
_______ 12. I laid a hand on Labang's massive neck.
_______ 13. Her eyes were on the long, curving horns.
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_______ 14. He rattled the handle of his braided rattan whip against the spokes
of the wheel.
_______ 15. Labang‘s white coat glistened like beaten cotton under the
lamplight.
_______ 16. O, she doth teach the torches to burn bright!
_______ 17. Hedge-crickets sing; and now with treble soft, the redbreast whistles
from a garden-croft.
_______ 18. Languidly, and with no thought of going in, I watched him, his hard
little body, skinny and bare, saw him wince slightly.
_______ 19. He whiffed the aroma of brewed coffee.
_______ 20. It was a rimy morning, and very damp.
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CITY SCHOOLS DIVISION OF TAYABAS
Tayabas City
LESSON EXEMPLAR
Grade 9-English
Quarter:
Theme:
Sub-Theme:
Content Standard:
The learner demonstrates understanding
of how Anglo-American literature and
other text types serve as a means of
enhancing the self; also how to use
processing,
assessing,
summarizing
information,
word
derivation
and
formation strategies, appropriate word
order, punctuation marks and interjections
to enable him/her to participate actively
in speech choir.
I.
FIRST
Enhancing the Self
Recognizing Roles in Life
Performance Standard:
The learner actively participates in a
speech choir through using effective
verbal and non-verbal activities based on
the following criteria: Focus, voice,
Delivery,
Facial
Expressions,
Body
Movements/Gestures
and
Audience
Contact.
LEARNING COMPETENCY
EN9-Ib-1.6/1.7: Use appropriate punctuation marks and capitalization to convey
meaning
Objectives:
1. Familiarize oneself on the rules of capitalization
2. Identify the words that need capitalization in given passages
3. Rewrite sentences with necessary capitalizations
4. Actively engage in the oral and written drills on capitalization
II.
LEARNING CONTENT
Lesson: Capitalization
Materials:
1. Powerpoint presentation
2. Pictures
References:
1. K to 12 Curriculum Guide (May 2016)
2. A Journey through Anglo-American Literature Learner‘s Material for English
3. Online References
III.
LEARNING TASKS
Introduction:
There are many rules you must follow when writing in the English language. These
rules generally fall under the category of grammar. One of the most important
concepts in grammar deals with capitalization.
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Preliminary Activity:
TASK 1: REVIEW ON NOUNS
List down ten (10) nouns in your notebook. Five (5) are common
nouns and the other five (5) are proper nouns.
 What‘s the major difference in how they are written?
 Are you familiar of other rules in which it is necessary to write first
letter of words in uppercase?
This time, try giving a proper noun and common noun equivalents to these
pictures.
https://boracaycompass.com/white-beachh
guide/
http://news.abs-cbn.com/news
/11/23/16/aguirre-thinksespinosa-sr-killing-premeditated
http://cartoonbros.com/pikachu
/
Activity:
TASK 2: LOOKING CLOSELY
Examine the following paragraphs. Try finding the words in which you
find errors in capitalization.
Source: http://www.teach-nology.com/worksheets/language_arts/capitial/1/
Analysis:
What did you notice about some words in the composition? Can
you derive the rules on capitalization based from the miswritten
words?
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Capitals for Proper Nouns
 Capitalize all proper nouns.
e.g. Makati Avenue, Dusit Hotel, Boracay, North America, Rowena Reyes,
Istanbul
 Capitalize names of specific events and times.
e.g. Asean Summit, World War II, Ramadan, Easter, Thanksgiving Day
 Capitalize the names of various organizations, government bodies, political
parties, nationalities and languages.
e.g. Rotary Club, Red Cross, Republican Party, Liberal Party, British, Mandarin,
Spanish, Latin
 Capitalize references to religions, deities, and religious scriptures.
e.g. Islam, Christianity, Buddha, Allah, Koran, Bible, Revelation, Genesis
Capitals for Proper Adjectives
 Capitalize most proper adjectives.
e.g.
Korean people, Thai culture, Mexican foods, Paris fashions, Spanish
epoch, Nicaraguan accent
Capitals for Titles
 Capitalize a person‘s title when it is followed by the person‘s name or used in
direct address.
e.g. Atty. Jun Yanilla, Miss Edna Ravida, Admiral John Tan, Reverend Tim
Chua
 Capitalize all important words in compound titles but do not capitalize
prefixes and suffixes added to the titles.
e.g. Commander-in-Chief , Vice President, ex – Senator Salonga
 Capitalize titles showing family relationships when they refer to specific
person, unless they are preceded by a possessive noun or pronoun.
e.g. Yesterday, Uncle Ben was so happy.
Did Sister Beth arrive on time?
Our aunt forgot her keys.
Tanya‘s grandmother once played the violin.
 Capitalize abbreviations of titles before and after names.
e.g. before names: Mr., Ms., Mrs., Rev., Gen.
after names: Sr., Jr., Ph.D.
 Capitalize the first word and all other key words in titles of books, periodicals,
poems, stories, plays, paintings, and other work of arts. All words in a title
should be capitalized except articles, prepositions , and conjunctions fewer
than five letters. These words are capitalized only when they are the first word
of the title.
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e.g. The Pretenders, Romeo and Juliet, On the Road to Recovery, The Lives of
the Caesars
Capitals for Sentences
 Capitalize the first word in declarative, imperative, interrogative, and
exclamatory sentences.
e.g. Our company will raise the salary of regular workers,
Have you file your report?
Bring the raw materials.
What an amazing journey!
 Capitalize the first word in a quotation if it is a complete sentence.
e.g. She said, ―The children are exhausted.‖
―My nephew works in Japan,‖ she said.
Abstraction:
TASK 3: WRITESHOP
Go back to the previous paragraphs. Now that the rules in
capitalization are verified, rewrite the given paragraphs in one
whole sheet of paper.
Application:
TASK 4: PRACTICE SOME MORE
Applying the rules on capitalization, rewrite the following
sentences.
1. I am taking a chinese cooking course.
2. Life was good during the pre-spanish era.
3. We invited dr. and mrs. sanchez to the play.
4. Edgar Allan Poe once wrote a very fine poem entitled, ― a dream within a
dream.‖
5. A labor day parade is held annually in rizal park.
6. I think arabic is a difficult language to master.
7. The white house uses the blue room as its official reception room.
8. Do you still have baht and ringgit paper bills?
9. Some of the major airlines are united airlines and American airlines.
10. Manuel said, ― you are my inspiration.‖
11. The Koran is the sacred scriptures of the muslims.
12. We expect colonel Don Luy to visit this place.
13. the making of the past: the Egyptian kingdoms contains some excellent
pictures of ancient tomb treasures.
14. It is my great pleasure to present the president of Canada.
15. Are you going to be with us for some days aunt becca?
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16. Have you read the novel wings of stones by Lynda Ty-Casper?
17. Hiroshima was devastated last world war II.
18. ―happy birthday, jack!‖ cheered Melissa.
19. The statue of liberty is located in new york harbor.
20. I always enjoy easter and Christmas.
Assessment:
TASK 5: CHECKPOINT
Correct each sentence by writing it with necessary capitalization.
1. crocodiles are dangerous animals that can found in Africa.
2. I went to lucban, quezon with my Italian friends.
3. my neighbour, mrs. parker, is an old lady.
4. My favourite book is harry potter and the deathly hallows by j. k. rowling.
5. did you know that katie was born on november 14th, 2011?
6. As james said, ―she is the devil‖.
7. When my grandma got sick, my mother took her to see dr. stephens.
8. On friday i‘ll go to the cinema with miss. jessie.
9. I drank a pepsi when i was waiting my friend peter.
10. She visited dad in october.
11. How can we know that god exists?
12. John speaks french, english and german.
13. My uncle worked in the fbi in the sixties.
14. Have you read the play romeo and Juliet?
15. Let us visit batanes and ilocos this coming October.
Source: http://blogs.uab.cat/activitatsautoaprenentatge/files/2012/12/Capitalization-Exercises.key_.pdf
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CITY SCHOOLS DIVISION OF TAYABAS
Tayabas City
LESSON EXEMPLAR
Grade 9-English
Quarter:
Theme:
Sub-Theme:
Content Standard:
The learner demonstrates understanding
how Anglo-American literature and other
text types serve as means of enhancing
the self; also how to use processing,
assessing, summarizing information, word
derivation and formation strategies,
appropriate word order, punctuation
marks and interjections to enable him/her
to participate actively in a speech choir.
I.
FIRST
Enhancing the Self
Recognizing Roles in Life
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.
LEARNING COMPETENCY
EN9G-Ia-17: Use appropriate punctuation marks and capitalization to convey
meaning
Objective:
1. Familiarize oneself in the use of different punctuation marks in writing
2. Use correct punctuation marks in writing sentences
3. Participate actively in the oral and written drills on punctuations
II.
LEARNING CONTENT
Lesson: Punctuation Marks
Colon, Semicolon, Dash, Hyphen, Quotation Marks, and Ellipsis
Materials:
1. Powerpoint presentation
References:
1. K to 12 Curriculum Guide (May 2016)
2. A Journey through Anglo-American Literature Learner‘s Material for English
3. Online References
III.
LEARNING TASKS
Introduction: When you read poems, you don‘t pause or stop at the end of lines,
but you watch out for commas or periods to guide you. Use punctuation marks
to help you find the sensible meaning of what you‘re reading. Clarity of
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expressions in poetry or prose composition exists if the sentences are
appropriately punctuated and the words are properly capitalized.
Preliminary Activity:
TASK 1: TRY MAKING SENSE
Consider this sample informative article about punctuation.
EARLYGREEKSHAD HARDLYANYPUNCTUATION
FONOITCERIDEHTDEGNAHCNEVEDNA*
THEIR WRITINGATTHEENDOFEACHLINELATER
GNITIRWFOYAWAOTDEGNAHCYEHT*
THATFAVOREDRIGHTHANDEDPEOPLEANDSHOWED
WHEREANEWPARAGRAPHBEGANBYUNDERLINING
THEFIRSTLINEOFITLATERTHEGREEKPLAYWRIGHT
ARISTOPHANES. INVERTEDMARKSTOSHOW. WHERE
THEREADERSSHOULDTAKEBREATH:
THE. ROMANS. MADE. WRITING. MUCH. EASIER.
TO. READ. BY. PUTTING. DOTS. BETWEEN. WORDS.
AND. BY. MOVING. THE. FIRST. LETTER. OF. A.
PARAGRAPH. INTO. THE. LEFT. MARGIN. THEY.
ADAPTED. SOME. OF. THE. GREEK. MARKS. SUCH. AS.
THE. COLON. MARK. TO. INDICATE. PHRASE. ENDINGS:
INTHEEARLYMIDDLEAGESTHISSYSTEMOFPUNCTUATION
BROKENDOWNBECAUSEEVERYFEWPEOPLECOULDREAD
ANDWRITEBUTWRITERSKEPTTASPACEATTHEENDOF
ASENTENCEANDCONTINUEDTOMARKPARAGRAPHS
EVENTUALLY WORDS WERESEPARATED AGAIN AND
NEW SENTENCES BEGAN WITH A LARGER LETTER
*Hint: Try reading from right to left.
Guide Questions:
 What have you observed as unusual in the informative article?
 What is it all about?
 What punctuation marks are described in the article?
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 What problems in writing and reading are caused by improper use of
capitalization and punctuation marks?
 Are these problems encountered even in today‘s world?
 How do we solve such problems?
Activity:
TASK 2: NAMING PUNCTUATIONS
Arrange the jumbled letters in the name tags to come up with the names of the
punctuation marks in the scroll.
: ; - “ “ … ---
S A H D
S P E L I S L I
IOTAQTNUO
AMKSR
O L O C N
OMSICLNEO
P H H N Y E
Analysis:
TASK 3: COLON IN FOCUS
Derive from the discussion when to use colon in writing. Answer the
activity that follows.
COLON AND ITS USES:
1. To introduce an item or a series of item
e.g. I need an assistant who can do the following: input data, write reports,
and complete tax forms.
Jane wants the following ingredients: butter, sugar and flour.
All of Mr. Samontes sons are involved in arts: Richard is asculptor, Anthony
is a pianist , and John is a theatre director.
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2. Before a long or formal direct quotations
e.g. She kept repeating: ―I really want that car!!‖
My father every conversation the same way: ―Don‘t give up!‖
3. To introduce a word, phrase, or clause that acts as an appositive
e.g. I know a perfect job for her: a politician.
Her goal in life is simple: to raise a happy family.
Bea‘s obsession has been replaced with a new one: collecting old coins.
4. After the greeting in a business letter or memo
e.g. Dear Senator Allan peter Cayetano:
Gentlemen:
The Board of Directors:
Place a colon in the given passages.
1. Mix oli and vinegar at 3 1 ratio.
2. Attention Union Members
3. I have found the perfect food chocolate!
4. The boss has many good traits friendly, outgoing, and fair.
5. The soldiers shouted the following before leaving to war ―We shall return victorious.‖
6. My classmate is guilty of the two seven deadly sins gluttony and laziness.
7. The poem closes with a question ―If winter comes, can spring be far behind?‖
8. You must bring the items on the camp out sleeping bags, warm clothing, and good
hiking shoes.
9. Have you read Exodus 9 11-19?
10. He got what he deserved a praise from his boss.
TASK 4: SEMICOLON IN FOCUS
Derive from the discussion when to use semicolon in writing. Answer
the activity that follows.
SEMICOLON AND ITS USES:
1. To combine two related sentences (independent clauses) which are not
joined by coordinating conjunctions
e.g. Exercising helps you to keep healthy and fit; proper nutrition is also
important.
I don‘t have a time to practice badminton; my school work is too
demanding.
The waves were crashing on the shore; it was a lovely sight.
2. To separate complete sentences (independent clauses) that are joined by
conjunctive adverbs
e.g. Jane likes fruits; however, she does not like apples.
Jeremy kept talking in class; therefore, he got into trouble.
I like you a lot; in fact, we can become friends.
3. To separate items when commas alone would be confusing
e.g. Homemade salad requires
several
basic ingredients; fresh and dried
herbs such as salt and pepper; fresh and dried herbs such as parsley, dill,
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thyme, oregano, and basil, which are readily available in supermarkets;
vinegar or citrus fruits, depending on your fruit preference; and a good
quality oil.
The company hired three new employees: Anton, who was 42 years old;
Amarah, who was 35 years old; and Jonas, who was 23 years old.
Place a semicolon in the given passages.
1. Mom wants the chores completed moreover, she wants them done properly.
2. We had students from Lima, Peru Manila, Philippines Bangkok, Thailand.
3. Michelle drives a Porsche Sonya drives a Jaguar.
4. You should stop eating so much food you will have to go on a diet.
5. I know you don‘t like broccoli nevertheless, it is very good for you.
6. I had a huge meal however, I am already hungry again.
7. I really like beef, with mushroom sauce pasta, with Alfredo sauce and salad, with French
dressing.
8. Spring brings gentle rains and warmer weather in addition to thunderstorms and hail.
9. She calls it broom I call it the loo.
10. You need new brakes otherwise, you may not be able to stop on time.
TASK 5: QUOTATION MARKS IN FOCUS
Derive from the discussion when to use quotation marks in writing.
Answer the activity that follows.
QUOTATION MARKS AND ITS USES:
1. To quote exact words from spoken or written language.
e.g. She said, ―Come home.‖
Aileen said, ― The neophyte writer submits his editorials ahead of time.
―This is a new car, Jeff explained.
2. To show titles. The titles can be short stories, poems, articles, chapters, etc.
e.g. Did you read the article ―Building Vocabulary‖?
The first chapter in the book is ―The Tall Tree.‖
My favourite poem by Emily Dickinson is ―There Is Another Sky.‖
3. To show that a word or phrase is used in an unusual way.
e.g. Her ―farewell present‖ was a slammed door.
What does this ―expert ― claim?
He could ―see‖ my thoughts.
4. To show that a word is used as a word, or tahta letter is used as a letter.
e.g. Look up the word ―loquacious‖ in the dictionary.
―Face‖ comes from Latin.
Add ―s‖ to this word.
Place quotation marks in the given passages.
1. She did not understand the word epoch.
2. To get the past form,a dd ed to the regular verbs.
3. She shared her wisdom to me.
4. The student said, Is it applicable?
5. The workers said, We demand an increase in our wages.
6. Do you have a summary of Romeo and Juliet?
7. Let us read Why Women Wash the Dishes.
8. Rewrite g in its cursive form.
9. You should pay her with your endless love.
10. Mother requested us, Please sleep on time.
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TASK 6: ELLIPSIS IN FOCUS
Derive from the discussion when to use ellipsis in writing. Answer the
activity that follows.
ELLIPSIS AND ITS USES
1. Use an ellipsis when omitting a word, phrase, line, paragraph or more from a
quoted passage.
e.g. Full quotation: ―Today, after hours of careful thought, we vetoed the bill.‖
With ellipsis: ―Today…we vetoed the bill.‖
Full quotation: ―The best way to be healthy, according to the most
prestigious doctors at the University of Pennsylvania
School of Medicine, is to eat right, exercise, and get
plenty of sleep.‖
With ellipsis: ―The best way to be healthy…is to eat right, exercise, and
get plenty of sleep.‖
2. To express hesitation, changes of mood, suspense or thoughts trailing off.
e.g. I don‘t know… I‘m not sure.
Pride is one thing, but what happens if she…?
Place ellipsis in the given passages.
1. She was not angry but she remained
2. ―After school I went to her house, which was a few blocks away, and then came home.‖
3. I know I saw my keys somewhere
4. I never thought
5. The brochure states: ―The atmosphere is tranquil and you cannot hear the trains.‖
TASK 7: HYPHEN IN FOCUS
Derive from the discussion when to use hyphen in writing. Answer the
activity that follows.
HYPHEN AND ITS USES
1. Use hyphen to join two words or parts of words together while avoiding
confusion or ambiguity.
e.g. run-down
up-to-date
off-campus
well-being
2. Use hyphen in compound numbers from twenty-one to ninety-nine.
e.g. fifty-one
eighty-nine
twenty-six
3. In written fractions place hyphen between the numerator and denominator.
e.g. two-fifths
one-third
three-tenths
4. Use a hyphen when a number forms part of an adjectival compound.
e.g. 35-hour working week
100-meter sprint
Nineteenth-century novelist
Place hyphen in the given passages.
1. My mother in law is coming for a visit.
2. Does this come with moneyback guarantee?
3. We need the help of your ex wife on this matter.
4. Twenty two pieces of puzzle were missing.
5. I need the two thirds vote of the majority.
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TASK 8: DASH IN FOCUS
Derive from the discussion when to use dash in writing. Answer the
activity that follows.
DASH AND ITS USES
1. To indicate an abrupt change of thought
e.g. The movie involves three couple ---but you probably don‘t want to hear
the whole plot.
2. To set off interrupting ideas dramatically
e.g. The star---if you can call her that---will begin shooting new TV movie soon.
3. To sett off a summary statement
e.g. It was spin off of the number one comedy---this was all the critics needed
to know to predict success
Place dash in the given passages.
1. Some horror writers for instance Stephen King have wonderful imaginations.
2. It bothers me when you continually oh never mind.
3. Food, housing, and clothing all of these are getting more expensive.
4. Our club raised five hundred pesos more or less for the basketball team.
5. That the plane burned huge amounts of fuel this was the concern voiced by the
conversationalists.
Abstraction:
TASK 9: ON YOUR OWN
Supply the missing punctuation marks in the given sentences.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
The roads were white out conditions in the town subsequently, the roads
were impassable.
My classmates are from Binan, Laguna Lucban, Quezon Antipolo, Rizal and
Lemery, Batangas.
She is an award winning novelist..
Susan has thirty five toys to fix this day.
Can you spell three tenths in just ten seconds?
The company hired new data encoders. They are the vibrant and creative
graduates of UST.
Shall we pack a lunch it‘s such a beautiful day and go on a picnic.
Chocolate is my all time favourite kind of candy.
We were studying the chapter called The Character Sketch.
This was first said by Shakespeare ―To thine own self be true.‖
We knew who would win the game the Eagles.
He won the 20 meter run.
This house has everything I need two bedrooms, a backyard, and a garage.
I don‘t like my first cousin because she is an open mouthed person.
Our teacher said, There is a rally today.
Edgar Allan Poe wrote a good horror story when he wrote The Masque of the
Red Death.
Edu Manzano whose TV roles have included a playboy, an ex convict, and a
private investigator also does occasional commercials.
Look for the meaning of this word ―faux pas‖
She had self defense training consequently, she warded off the assailant.
These are my favourite colors purple, pink, yellow , and blue.
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Application:
TASK 10: PRACTICE SOME MORE
Write
on the blank if the sentence is written with correct
punctuation marks and X if not.
____1. Our professor declared, ―It‘s nice to be back!‖
____2. Don‘t forget the 16-ounce size of canned tomatoes.
____4. Twenty: four members of the club went to the tournament.
____5. The well, attended program grossed over $800.
____6. She didn‘t see the car coming; now, her car has a huge dent.
____7. I bought a lot of meat at the store: bacon, turkey, chicken and beef.
____8. I miss her usual expression ―Naku.‖
____9. Maybe I‘m not sure.
____10. I am really tired; however, I can‘t go to sleep.
____11. ―You are all getting grades!‖ the teacher teased.
____12. One of my favourite stories from the Bible is Mark 4: 1-10
____13. The snacks for the hike included nutritious foods; mangoes, nuts, and raisins.
____14. Never forget this point: Think before you speak.
____15. The reporters were ―pro American‖ in their outlook.
Assessment:
TASK 11: CHECKPOINT
Use the appropriate punctuation marks on the given sentences.
We ate until we couldn‘t eat another bite. we were famished from the morning
jogging.
2. We stopped at a place where we could rest. consequently, we were slightly late in
arriving home.
3. A three fourths majority is needed to pass the amendment.
4. The old song There is Love is my mother‘s favourite.
5. He was a leader. hence, he was elected captain.
6. In the trunk I found the following items old records, a diary, and photograph albums.
7. Let me tell you about where are you going?
8. ―The wild creatures of the earth have reacted in a variety of fashions to the coming of
that unique two-legged animal, gifted with a convoluted cortex and devious will, who
made his startling appearance on their earth a few milleniums ago.‖
9. Intelligently enough, he attributed his error to a single cause stupidity.
10. He asked, Who has seen eternity?
1.
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CITY SCHOOLS DIVISION OF TAYABAS
Tayabas City
LESSON EXEMPLAR
Grade 9-English
Quarter:
Theme:
Sub-Theme:
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,
word
derivation
and
formation strategies, appropriate word
order, punctuation marks and interjections
to enable him/her to participate actively
in a speech choir.
I.
FIRST
Enhancing the Self
Maximizing My Strength
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.
LEARNING COMPETENCY
EN9LC-Ia-8: Process information in the text listened to
EN9LC-Ie-8.6: Make decisions based on what is listened to
EN9WC-Ie-9: Compose forms of literary writing
Objectives:
1. Listen to an audio recording and extract the information conveyed in the
literary text
2. Process information based from the material listened to
3. Compose a rap song highlighting the theme of the lesson
4. Recognize the importance of making the best use of one‘s strengths
through recalling one‘s experience
II.
LEARNING CONTENT
Lesson: “The Battle with Grendel” from Beowulf (translated by Burton Raffel)
Materials:
1. Audio recording of the literary text
2. Copy of the literary text
3. Handouts for the activity and rubric
4. Speaker
References:
1. K to 12 Curriculum Guide (May 2016)
2. A Journey through Anglo-American Literature Learner‘s Material for English
3. Online References
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III.
LEARNING TASKS
Introduction: Maximizing one‘s strength means making the best use of one‘s
strong point. This happens when you focus on the areas you are most skilled,
talented and strong in while avoiding your weaknesses.
Activity:
TASK 1: HIT THE HINTS
A. Study the following photos. Do you know the characters in the
photos? With your group, list down the traits common to the
characters in the photos.
http://www.pep.ph/photos/1380
/darna-cast-members
https://itsmikki.files.wordpress.com/
2013/02/juan-dela-cruz-officialposter.jpg
http://www.starmometer.com/wpcontent/uploads/2011/03/Captain
-Barbell-Richard.jpg
B. Answer the following questions to get to know our characters better.
1. Who among the characters do you like most? Why?
2. Do you have what it takes to be like any of them? Why do you say so?
3. Based on their characteristics and intentions, what other names could
be associated with them?
Analysis:
The epic poem Beowulf deals with war and adventure. It is
said to be the greatest poem ever written in a modern
European language four centuries before the Norman
Conquest. Beowulf shows an interplay of Christian and
pagan beliefs. The original writer remains unknown.
TASK 2: EAR-SCAPADE
A. Listen attentively as the teacher plays the recording of the epic poem ―The
Battle with Grendel‖ from Beowulf (translated by Burton Raffel).
Source: https://www.youtube.com/watch?v=bS0jy64T9PQ
B. The teacher will hand out copies of the poem and play the recording again.
Read the copy while listening to the recording.
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TASK 3: SAY YES OR NO
Write Yes or No to the given statements. Be sure to support
your answer with details from the text.
1.
2.
3.
4.
5.
6.
7.
Grendel was a greedy monster.
He was considered the foul enemy of God.
Beowulf and Grendel had enormous strength.
The weapons of the warriors could easily kill the monster.
Grendel was afraid of Hrothgar.
Grendel swallowed his victims.
The Danes were not allowed to celebrate the defeat of
Grendel.
8. Grendel was able to escape from Beowulf‘s hands.
9. Hrothgar gave Beowulf gifts.
10. Beowulf was considered the hero of Heorot.
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
TASK 4: MEANINGFUL LIFE
Based on the poem, how do you imagine the entities in the poem? Describe
each based on what is said in the text and based on how you imagined each.
Write your answers on your notebook.
Entities
Description in the Text
Your Own Description
Heorot
Hrothgar
Grendel
Beowulf
TASK 5: INTO THE HERO
Answer the following questions to understand the poem
better. Do this in your notebook.
1.
2.
3.
4.
5.
6.
7.
Why did Beowulf go to Hereot?
Did he achieve his goal? Prove your point.
What happened to Grendel after the fight?
What did King Hrothgar do to Beowulf?
How did this part of the epic poem Beowulf end?
If you were one of the Greats, what would you tell or give Beowulf?
Who among our present superheroes would you liken Beowulf to? Why?
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TASK 6: ON SIMILARITIES AND DIFFERENCES
With your group, fill out the Venn diagram to show the similarities and differences
of Beowulf and Grendel.
Beowulf
Grendel
Abstraction:
TASK 7: THE STRENGTH IN YOU
Everyone has his/her own strengths and weaknesses – it‘s the way
one focuses on the strengths while being aware of his/her
weaknesses that makes the difference.
In the table below, write your strengths (as many as you can think of) and how
you intend to use them.
My Strengths
I will use it to…
TASK 8: YOU‟RE A HERO
In one way or another, we get to show or use our strengths to help
others or to get through some tough situations. Narrate one instance
where you were able to help others get through some times by
showing/using your strength.
Application:
TASK 9: MEANT FOR A HERO
We glorify heroes by writing poems and dedicating songs for
them. Think of someone whom you consider a hero in your life.
Write meaningful sentences about your hero which you will then
arrange into a rap song.
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TASK 10: LET‟S DO THE RAP!
Present to the class your output in the previous task by rapping.
Here are a few tips on doing your rap:

Make sure there‘s rhyme in the material you will rap. Rhyme
matters in rap as in any poetic form.

Perform rap in time to a beat.

Don‘t say anything that may offend people.

Craft your own style.

Have fun while rapping.

Practice!
WRITING AND PERFORMING A RAP RUBRIC
Criteria
Content
Rap Creativity
Delivery
(Volume, Tone, Pace,
Facial Expressions, Eye
Contact, Enthusiasm)
1
It was hard to
tell what the
topic was.
Does not seem
to understand
the topic very
well
Student (s)
unable to write
a rap with
creative use of
any rap/musical
elements
Communicates
opinion orally
with a great
degree of
effectiveness
2
3
4
Stays on topic
some of the
time. Shows
some
understanding
of the topic
Stays on topic
most of the
time. Shows a
good
understanding
of the topic
Stays on topic
all of the time.
Shows a full
understanding
of the topic
Student (s) able
to write a rap
with creative
use of one
rap/musical
element
Communicates
opinion orally
with
considerable
effectiveness
Student (s) able
to write a rap
with creative
use of several
rap/musical
elements
Student (s) able
to write a rap
with creative
use of all four
rap/musical
elements
Communicates
opinion orally
with limited
effectiveness
Communicates
opinion orally
with no
effectiveness
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The Battle with Grendel
from Beowulf
translated by Burton Raffel
Epic 4
Out from the marsh, from the foot of misty
Hills and bogs, bearing God‘s hatred,
Grendel came, hoping to kill
Anyone he could trap on this trip to high Herot.
He moved quickly through the cloudy night,
Up from his swampland, sliding silently
Toward that gold-shining hall. He had visited Hrothgar‘s
Home before, knew the way—
But never, before nor after that night,
Found Herot defended so firmly, his reception
So harsh. He journeyed, forever joyless,
Straight to the door, then snapped it open,
Tore its iron fasteners with a touch,
And rushed angrily over the threshold.
He strode quickly across the inlaid
Floor, snarling and fierce: His eyes
Gleamed in the darkness, burned with a gruesome
Light. Then he stopped, seeing the hall
Crowded with sleeping warriors, stuffed
With rows of young soldiers resting together.
And his heart laughed, he relished the sight,
Intended to tear the life from those bodies
By morning; the monster‘s mind was hot
With the thought of food and the feasting his belly
Would soon know. But fate, that night, intended
Grendel to gnaw the broken bones
Of his last human supper. Human
Eyes were watching his evil steps,
Waiting to see his swift hard claws.
Grendel snatched at the first Geat
He came to, ripped him apart, cut
His body to bits with powerful jaws,
Drank the blood from his veins, and bolted
Him down, hands and feet; death
And Grendel‘s great teeth came together,
Snapping life shut. Then he stepped to another
Still body, clutched at Beowulf with his claws,
Grasped at a strong-hearted wakeful sleeper
—And was instantly seized himself, claws
Bent back as Beowulf leaned up on one arm.
That shepherd of evil, guardian of crime,
Knew at once that nowhere on earth
Had he met a man whose hands were harder;
His mind was flooded with fear—but nothing
Could take his talons and himself from that tight
Hard grip. Grendel‘s one thought was to run
From Beowulf, flee back to his marsh and hide there:
This was a different Herot than the hall he had emptied.
But Higlac‘s follower remembered his final
Boast and, standing erect, stopped
The monster‘s flight, fastened those claws
In his fists till they cracked, clutched Grendel
Closer. The infamous killer fought
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For his freedom, wanting no flesh but retreat,
Desiring nothing but escape; his claws
Had been caught, he was trapped. That trip to Herot
Was a miserable journey for the writhing monster!
The high hall rang, its roof boards swayed,
And Danes shook with terror. Down
The aisles the battle swept, angry
And wild. Herot trembled, wonderfully
Built to withstand the blows, the struggling
Great bodies beating at its beautiful walls;
Shaped and fastened with iron, inside
And out, artfully worked, the building
Stood firm. Its benches rattled, fell
To the floor, gold-covered boards grating
As Grendel and Beowulf battled across them.
Hrothgar‘s wise men had fashioned Herot
To stand forever; only fire,
They had planned, could shatter what such skill had put
Together, swallow in hot flames such splendor
Of ivory and iron and wood. Suddenly
The sounds changed, the Danes started
In new terror, cowering in their beds as the terrible
Screams of the Almighty‘s enemy sang
In the darkness, the horrible shrieks of pain
And defeat, the tears torn out of Grendel‘s
Taut throat, hell‘s captive caught in the arms
Of him who of all the men on earth
Was the strongest.
That mighty protector of men
Meant to hold the monster till its life
Leaped out, knowing the fiend was no use
To anyone in Denmark. All of Beowulf‘s
Band had jumped from their beds, ancestral
Swords raised and ready, determined
To protect their prince if they could. Their courage
Was great but all wasted: They could hack at Grendel
From every side, trying to open
A path for his evil soul, but their points
Could not hurt him, the sharpest and hardest iron
Could not scratch at his skin, for that sin-stained demon
Had bewitched all men‘s weapons, laid spells
That blunted every mortal man‘s blade.
And yet his time had come, his days
Were over, his death near; down
To hell he would go, swept groaning and helpless
To the waiting hands of still worse fiends.
Now he discovered—once the afflictor
Of men, tormentor of their days—what it meant
To feud with Almighty God: Grendel
Saw that his strength was deserting him, his claws
Bound fast, Higlac‘s brave follower tearing at
His hands. The monster‘s hatred rose higher,
But his power had gone. He twisted in pain,
And the bleeding sinews deep in his shoulder
Snapped, muscle and bone split
And broke. The battle was over, Beowulf
Had been granted new glory: Grendel escaped,
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But wounded as he was could flee to his den,
His miserable hole at the bottom of the marsh,
Only to die, to wait for the end
Of all his days. And after that bloody
Combat the Danes laughed with delight.
He who had come to them from across the sea,
Bold and strong-minded, had driven affliction
Off, purged Herot clean. He was happy,
Now, with that night‘s fierce work; the Danes
Had been served as he‘d boasted he‘d serve them; Beowulf,
A prince of the Geats, had killed Grendel,
Ended the grief, the sorrow, the suffering
Forced on Hrothgar‘s helpless people
By a bloodthirsty fiend. No Dane doubted
The victory, for the proof, hanging high
From the rafters where Beowulf had hung it, was the monster‘s
Arm, claw and shoulder and all.
And then, in the morning, crowds surrounded
Herot, warriors coming to that hall
From faraway lands, princes and leaders
Of men hurrying to behold the monster‘s
Great staggering tracks. They gaped with no sense
Of sorrow, felt no regret for his suffering,
Went tracing his bloody footprints, his beaten
And lonely flight, to the edge of the lake
Where he‘d dragged his corpselike way, doomed
And already weary of his vanishing life.
The water was bloody, steaming and boiling
In horrible pounding waves, heat
Sucked from his magic veins; but the swirling
Surf had covered his death, hidden
Deep in murky darkness his miserable
End, as hell opened to receive him.
Then old and young rejoiced, turned back
From that happy pilgrimage, mounted their hard-hooved
Horses, high-spirited stallions, and rode them
Slowly toward Herot again, retelling
Beowulf‘s bravery as they jogged along.
And over and over they swore that nowhere
On earth or under the spreading sky
Or between the seas, neither south nor north,
Was there a warrior worthier to rule over men.
(But no one meant Beowulf‘s praise to belittle
Hrothgar, their kind and gracious king!) . . .
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CITY SCHOOLS DIVISION OF TAYABAS
Tayabas City
LESSON EXEMPLAR
Grade 9-English
Quarter:
Theme:
Sub-Theme:
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,
word
derivation
and
formation strategies, appropriate word
order, punctuation marks and interjections
to enable him/her to participate actively
in a speech choir.
I.
FIRST
Enhancing the Self
Maximizing My Strength
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.
LEARNING COMPETENCY
EN9WC-Ia-8: Distinguish between and among informative, journalistic, and
literary writing
EN9WC-Id-8.1: Examine sample texts representative of each type
Objectives:
1. Distinguish between and among informative, journalistic, and literary
writing through exploring the features of each type
2. Identify to which text type sample passages fall under
3. Demonstrate participation in performing collaborative task that involve
creating and recognizing different text types
II.
LEARNING CONTENT
Lesson: Types of Text
Materials:
1. Tarpapel
2. Photocopies
3. Slides show
References:
1. K to 12 Curriculum Guide (May 2016)
2. A Journey through Anglo-American Literature Learner‘s Material for English
3. Teacher‘s Guide pp. 26-27
4. Online References
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III.
LEARNING TASKS
Introduction:
When you do reading, it would be easier for you to identify the feature and
purpose of the material by knowing the different types of text.
Preliminary Activity:
TASK 1: COLLABORATIVE WRITING
Ready your manila paper and marker. With your groupmates,
come up with the following:
Group 1
Write a news article on an event that happened recently in the school.
WRITING A NEWS RUBRIC
Criteria
Headline
Supporting
Details
Who, What,
When, Where
& How
Spelling and
Grammar
4
3
2
1
Article has a
headline that
captures the
reader's attention
and accurately
describes the
content.
Article has a
headline that
accurately
describes the
content.
Article has a
headline that
does not
describe the
content.
Article is missing
headline.
The details in the
article are clear
and supportive of
the topic.
The details in the
article are clear
but need to be
developed more.
Some details may
not fit in with the
topic.
Most details in
the article are
clear. Article
does not focus
on the topic well.
The details in the
article are
neither clear nor
related to the
topic.
Article
adequately
addresses the 5
W's (who, what,
when, where and
how).
The article is
missing one of
the 5 W's.
The article is
missing 2 of the 5
W's.
The article is
missing 3 or more
of the 5 W's.
No spelling or
grammar errors.
No more than a
couple of spelling
or grammar
errors.
No more than 3
spelling or
grammar errors.
Several spelling
or grammar
errors.
Source: http://rubistar.4teachers.org/index.php?screen=ShowRubric&rubric_id=561964&
Group 2
Write a short composition explaining your role as a student.
WRITING AN EXPOSITORY ESSAY RUBRIC
Criteria
Description
4
3
2
1
Clearly addresses
all parts of the
writing task;
maintains a clear
purpose and a
consistent point
of view and
focus; all ideas
are on topic, not
extraneous; essay
logically flows
from one
paragraph to
another;
paragraphs fully
elaborate and
develop the
thesis
Addresses all
parts of the
writing task;
maintains a
general
understanding of
the purpose and
mostly consistent
point of view and
focus; ideas are
on topic; essay
flows from one
paragraph to
another;
paragraphs build
and develop the
thesis
Addresses only
parts of the
writing task;
demonstrates
limited
understanding of
the purpose and
an unclear point
of view and
focus; lacks unity
between
paragraphs;
weak paragraph
development;
lacks sufficient
support for the
thesis
Fails to address
the writing task;
demonstrates no
understanding of
the purpose;
lacks point of
view, focus, and
unity between
paragraphs; little
or no paragraph
development
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Intro
Body
Conclusion
Language
Engaging,
appropriate lead;
general
information
introducing the
topic; clear thesis
and a
statement of the
main points
Well-developed
topic sentence;
in-depth,
accurate, and
relevant
facts/concrete
details; relevant
comments
without
redundancy;
effective
concluding
sentence that
restates the topic
sentence
Restates the
thesis statement
and the main
ideas; expands
upon the general
information
provided in the
introduction; ends
with a final
thought, but does
not give any new
information
Effective
transitions
throughout the
essay; employs a
variety of
sentence
patterns to
enhance the
writing; sentences
vary in
beginnings,
length, and
complexity;
precise and
engaging
vocabulary
Appropriate
lead; some
general
information;
introducing the
topic; thesis and
a statement of
the main points
Weak,
inappropriate, or
missing lead; little
or no general
information
introducing the
topic; weak,
insufficient, or
missing thesis and
statement of the
main points
Inappropriate or
missing lead; no
general
information
introducing the
topic; missing or
irrelevant thesis
and main points
Topic sentence;
relevant facts,
concrete details,
and supporting
comments;
minimal
redundancy;
concluding
sentence
Insufficient or
missing topic
sentence; limited
or irrelevant;
facts, concrete
details, and
comments;
redundant
information or
comments;
insufficient or
missing
concluding
sentence
Missing or
irrelevant topic
sentence; few or
no facts,
concrete details,
or support;
redundant
information;
missing or
irrelevant
concluding
sentence
Restates the
thesis statement
and the main
ideas; may
include some
general
information; ends
with a final
thought
Confusing or
missing
restatement of
thesis, main
ideas, and
general
information;
missing final
thought
Missing or
inappropriate
Includes
appropriate
transitions; may
employ various
sentence
patterns;
sentences may
vary in
beginnings and
length; uses
accurate
vocabulary
Ineffective,
awkward, or
missing
transitions; simple
sentence
patterns; may
include confusing
or incorrect
vocabulary
No transitions;
simple, confusing,
or fragmented
sentence
patterns
Source: https://hcms-resources.wikispaces.com/file/view/Expository+Essay+Rubric.doc
Group 3
Write a poem about the life of a high school student.
WRITING A POEM RUBRIC
Meaning and
Originality
Sensory
Details
4
3
2
1
Poem is creative
and original. It is
evident that the
poet put thought
into their words
and uniquely
conveyed their
ideas and
emotions.
Poem is
thoughtful and
creative. A
couple of
phrases or ideas
may be revisited,
but the overall
product is
carefully written.
Most of the poem
is creative, but
appears to be
rushed. This is
evident in the
poet's
redundancy or
use of cliches.
Poems appear to
be thoughtless or
rushed. Work is
very repetitive,
and ideas are
unoriginal.
Vivid, detailed
images and
Clear sensory
images are used
Some use of
image, idea, or
Difficult to
visualize image or
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Form
Grammar
intensely felt
emotion make
the poem come
alive.
The poem is
complete and
follows its
intended form.
Proper use of
English spelling
and grammar is
used consistently
throughout each
poem.
Punctuation is
utilized when
necessary.
to portray ideas
or emotions
The poem is
written in its
proper forms with
a few mistakes.
A couple of
spelling or
grammar
mistakes are
evident, but do
not diminish the
meaning of the
poem.
Punctuation is
utilized when
necessary.
emotion
emotion
The poem is
somewhat written
in its proper form.
The poem is not
written in its
proper form.
The poet's
intended
meaning is
confusing by
several spelling or
grammar errors.
Punctuation may
be misused.
There are
numerous
spelling or
grammar errors,
making the
poems difficult to
understand.
Punctuation is
used incorrectly.
Source: http://www.rcampus.com/rubricshowc.cfm?sp=yes&code=J2359B
Activity:
Pay attention to the discussion and identify to which text type your output in the
previous task falls under.
Source: https://www.slideshare.net/ronacatubig07/grade-9-informative-writing-journalisticwriting-and-literary-writing
Analysis:
 What is an informative text? literary text? journalistic text?
 What are the goals and purpose of informative text? literary text? journalistic
text?
 What are examples of informative text? literary text? journalistic text?
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Abstraction:
TASK 2: MATRIX COMPLETION
Copy the chart as shown below and fill out with entries using
the following information.
1. entertains and informs leisurely
2. Informs quickly
3. educates readers
4. helps the reader understands how something works
5. appeals primarily to the emotions
6. gives information, personal opinion
7. imparts straightforward information and facts, but never personal opinions
8. interests comparatively small and selected group
9. Interests large group with varying educational background
10. Interests people who would like to be inform of something
11. may or may not be factual
12. factual
13. primarily utilitarian, instructional
14. may or may not be timely
15. timely
16. relevant
17. deals with either actual or imaginary events
18. actual events
19. educational
20. limited only by authors imagination
21. Important point first
22. need a thesis but not always
23. any length acceptable
24. Short, concise, direct
25. Concise, direct, scholarly
TYPES OF TEXT
JOURNALISTIC
INFORMATIVE
LITERARY
Application:
TASK 3: TRY THIS
Identify the text type of the following articles as journalistic,
informative, or literary.
Articles
So the thing to do when working on a motorcycle, as in any other task, is to
cultivate the peace of mind which does not separate one‘s self from one‘s
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Type Of
Text
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surroundings. When that is done successfully then everything else follows
naturally. Peace of mind produces right values, right values produce right
thoughts. Right thoughts produce right actions and right actions produce
work which will be a material reflection for others to see of the serenity at
the center of it all.
—Robert M. Pirsig, Zen and the Art of Motorcycle Maintenance
With an artistic drama we empathize with one or more of its characters, but
there‘s also a distance between us and their situation—a safety valve that
allows us to express a range of emotions, but also to say, ―It‘s only a movie,‖
―It‘s only a play.‖, ―It‘s only a novel.‖ Work is based upon problem solving,
how to eliminate conflict and get the job done. Episodic is fine for work. We
want day-by-day not confrontational trauma—even if it would lead to lifechanging revelation. But drama exaggerates conflict, pushes situations to
their extreme and leads us to a big turning point.
In a poem entitled Four Great Poets, Robert Francis puts his finger on the
heart of Frost‘s greatness: ―His head carved out of granite O / His hair
wayward drifts of snow / He worshipped the great God of Flow / By holding
on and letting go.‖ Here‘s an example from part of one of Frost‘s lesser
known pieces, For Once, Then, Something. In the first half he says friends
rebuke him for looking into a well and seeing only himself, reflected in the
water godlike in a wreath of ferns and cloud puffs. It‘s a criticism that could
be aimed at any writer, but what is as interesting as the meaning of Frost‘s
reply is this sense of movement that carries the reader forward to the
climatic end.
DHAKA: Hosts Bangladesh will meet Pakistan in the opening match of the
four-nation Asia Cup cricket tournament starting in Dhaka in March, an
official said on Monday. Old rivals Pakistan and India will meet in a mouthwatering clash on March 18. The Sher-e-Bangla National stadium will host all
the matches, including the inaugural tie on March 12 and the final on
March 22, Asian Cricket Council chief executive Syed Ashraful Huq said. ―All
teams including India and Pakistan have confirmed their participation,‖ he
said. India won the last edition of the tournament in Dambulla in Sri Lanka in
June 2010.
Assessment:
TASK 4: CHECKPOINT
Identify the text type of the following articles as journalistic,
informative, or literary.
1. There were once five-and-twenty tin soldiers, who were all brothers, for they
had been made out of the same old tin spoon. They shouldered arms and
looked straight before them, and wore a splendid uniform, red and blue. The
first thing in the world they ever heard were the words, "Tin soldiers!" uttered by
a little boy, who clapped his hands with delight when the lid of the box, in
which they lay, was taken off. They were given him for a birthday present, and
he stood at the table to set them up. The soldiers were all exactly alike,
excepting one, who had only one leg; he had been left to the last, and then
there was not enough of the melted tin to finish him, so they made him to
stand firmly on one leg, and this caused him to be very remarkable.
2. What can we do to have a healthy circulatory system? Don't smoke! ...Take
vitamin E to keep the arteries supple. Eat those fresh vegetables and fruit that
supply you with antioxidants – very good for your heart. Eat fish instead of red
meat – much better for your heart.
3. First identified in the 1950s, dengue is spread by the female Aedes aegypti
mosquito; the first documented cases were in the Philippines and Thailand. The
disease has since struck worldwide, with over 100 countries at risk and 390
million infections yearly. It takes 4-10 days to become obvious, with a high
fever and flu-like symptoms. (But that‘s exactly what it‘s not. It‘s important not
to mistake it for the common flu.) It does not have a cure. The only thing to be
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done is to maintain the patient‘s bodily fluids until the disease runs its course.
It‘s crucial that dengue be detected early, as the proper medical attention
can lower mortality from 20 percent to just under 1 percent. Left unchecked or
identified, dengue kills.
4. True!-nervous--very, very dreadfully nervous I had been and am! but why will
you say that I am mad? The disease had sharpened my senses--not
destroyed--not dulled them. Above all was the sense of hearing acute. I heard
all things in the heaven and in the earth. I heard many things in hell. How,
then, am I mad? Hearken! and observe how healthily--how calmly I can tell
you the whole story.
5. Arroyo, who was recently re-elected to a third term as Pampanga
representative, received her release papers from the Sandiganbayan after
the high tribunal‘s ruling was released earlier in the day saying the antigraft
court erred in its findings that the former President personally benefited from
intelligence funds of the Philippine Charity Sweepstakes Office (PCSO).
6. Dengue cases rise by 36% nationwide, says DOH. For 39-year-old housewife
Maribel, the rainy season used to bring happy memories of her childhood as
she and her siblings would frolic in the heavy downpour. But not anymore. Not
since a year ago when she almost lost her 8-year-old daughter to dengue
hemorrhagic fever, the more severe form of dengue fever, a viral infection
transmitted by the Aedes aegypti mosquito.
7. I was sick, sick unto death, with that long agony, and when they at length
unbound me, and I was permitted to sit, I felt that my senses were leaving me.
The sentence, the dread sentence of death, was the last of distinct
accentuation which reached my ears. After that, the sound of the inquisitorial
voices seemed merged in one dreamy indeterminate hum.
8. Nicotine is one of the most harmful and widely available legal drugs in the
world. It's addictive and harmful both to smokers and the people passively
exposed to smoke, especially children. If you'd like to give up smoking, but
don't know where to begin, create a structured plan.
9. President Duterte on Thursday appealed for an end to violence, ahead of his
first address to Congress in which he said he would call for an end to conflicts.
―I don‘t see anything good coming out of this war. For the sake of our children,
we have to stop this war,‖ the President told a gathering of government
troops, policemen, people displaced by conflict and local officials. It was Mr.
Duterte‘s first visit to a province in the Autonomous Region in Muslim Mindanao
(ARMM) since assuming the presidency on June 30.
10. How to keep your hair healthy? Wash your hair two to three times a week.
Avoid hot showers. Shampoo your scalp, not your roots. Towel-dry your hair
before applying conditioner. Brush your hair twice a day, from the bottom up.
Use a low-heat setting for hair-drying and point the nozzle down, not side-on.
Try castor oil, hair oil and dry shampoo.
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CITY SCHOOLS DIVISION OF TAYABAS
Tayabas City
LESSON EXEMPLAR
Grade 9-English
Quarter:
Theme:
Sub-Theme:
Content Standard:
The learners demonstrate 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,
word
derivation
and
formation strategies, appropriate word
order, punctuate marks and interjections
to enable him/her to participate actively
in speech choir.
I.
FIRST
Enhancing the Self
Leaving a Legacy
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
Expression,
Body
Movements/ Gestures and Audience
Contact.
LEARNING COMPETENCY
EN9LC-Id-8.4: Agree or disagree with the ideas of the speaker
EN9VC-Ic-3.8: Infer thoughts, feelings and intentions in the material viewed
Objectives:
1. Analyze how literature helps in discovering oneself
2. Share ideas and insights regarding the video clip viewed
3. Express agreement or disagreement to ideas listened to
4. Reflect on the theme of the literary piece by pondering on one‘s possible
contribution to the environment and humanity
II.
LEARNING CONTENT
Lesson: “The Day of Destiny” (from Morte D’ Arthur) by Sir Thomas Malory
Materials:
1. Monitor and speaker
2. Handouts
3. Paper and pen
References:
1. K to 12 Curriculum Guide (May 2016)
2. A Journey through Anglo-American Literature Learner‘s Material for English
3. Online References
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III.
LEARNING TASKS
Introduction:
A life well lived cannot be easily forgotten. Not when you have left a mark so
noteworthy that enables people to make a difference not only in their lives but
more so in the lives of others. How would you like to be remembered? What
legacy would you leave behind?
Preliminary Activity
TASK 1: THE HARMONY OF MAN AND ENVIRONMENT (H.O.M.E)
Watch this video clip. Answer the following questions:
1. How would you rise to the challenges presented?
2. What do you think motivated them to do this video?
Source: https://www.youtube.com/watch?v=JPMpKK-YsLg
Activity
TASK 2: PICTURE ANALYSIS
Look at the picture. What could be the cause of these phenomena?
Sources:
http://www.dnaindia.com/mumbai/report-no-water-supply-no-wedding-bells-in-rural-thane-2069480
http://beforeitsnews.com/alternative/2014/08/7-of-10-tilting-s-ever-worsening-floods-part-two-3014948.html
http://www.geograph.org.uk/photo/3833138
http://bloomtrigger.com/en/home/pages/what-is-climate-change
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TASK 3: LEND ME AN EAR
Listen to the video very well for the second time. Take note of the ideas
presented and indicate whether they agree or disagree.
TASK 4: WHAT‟S IN A WORD?
Below are words you will find in the selection you will read. Match the words in
Column A with the corresponding meanings in Column B.
A
B
1. betwixt
a. to signify; to indicate
2. holden
b. that is to say; namely
3. betokens
c. between
4. tomorn
d. to think of; to expect; to hope
5. weened
e. Jesus
6. Jesu
f. tomorrow
TASK 5: READING CORNER
Read the text ―A Day of Destiny‖ by Sir Thomas Malory.
Source: A Journey Through Anglo-American Literature Learner‘s
Manual, pp. 52-59
Analysis
TASK 6: COMPREHENSION CHECK
A. Written Questions: Answer each question in one sentence only.
1. Why was Queen Guinevere supposed to be burned at stake as a
punishment?
2. What was King Arthur‘s first dream about?
3. What was the warning to King Arthur in his second dream?
4. Why did a knight draw his sword that caused an uproar among the knights
leading to a battle between the two force?
5. How was King Arthur mortally wounded in the battle?
B. Matching Questions: Match each question in Column A to its corresponding
answer in Column B. Write only the letter of your answer on the space
provided.
A
6. What was the noble sword called?
7. Who appeared in King Arthur‘s dream to warn
him?
8. Who was KingArthur‘s bestfriend who rescued
the queen from being burned?
9. Who was the hermit that buried King Arthur‘s
corpse?
10. Who wrote Le Morte d‘ Arthur (the work
which contains ―The Day of Destiny‖)?
B
a. Bishop of Canterbury
b. Sir Lancelot
c. Sir Thomas Malory
d. Sir Gawain
e. Excalibur
f. Avalon
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C. Multiple Choice Questions: To which question does each of the word, phrase
or statement correspond? Encircle the letter of your answer?
11. brandishing
a. What is the word that means ―betrayal of the King‘s will‖?
b. What is the word that means ―morally upright‖?
c. What is the word that means ―shaking ina threatening way‖?
d. What is the word that means ―deserving of pity‖?
12. gained triumph through strength or superiority
a. What is the meaning of ―fell in a swoon‖?
b. What is the meaning of ―prevailed‖?
c. What is the meanign of ―piteous‖?
d. What is the meaning of ―brandishing‖?
13. larger-than-life figure usually of mysterious origins, who performs
extraordinary deeds with the aid of magic
a. How do you describe Sir Mordred?
b. How do you describe Morgan Le Fay?
c. How do you describe a romance hero?
d. How do you describe King Arthur?
14. He did not throw the noble sword into the water in his first two attempts?
a. How did Sir Bedivere betray King Arthur?
b. How did Queen Guinevere betray King Arthur?
c. How did Sir Lancelot betray King Arthur?
d. How did Sir Lucan betray King Arthur?
15. ―Here lies King Arthur, who was once king and king will be again.‖
a. What were King Arthur‘s final words?
b. What was written in King Arthur‘s tomb?
c. What did the Bishop of Canterbury tell the knight?
d. What was Sir Bedivere‘s final statement in his eulogy for King Arthur?
Abstraction
TASK 7: MULL OVER IN GROUPS!
You will be grouped into three (3). Reflect and answer these
questions about the text.
1. How would you describe King Arthur as a king? Locate a part in the story that
will support your answer?
2. What hope is given to people in his tomb saying Arthur is the “once king and
king that will be”?
3. Why do you think some men say in many parts of England that King Arthur is not
dead, but carried by the will of our Lord Jesus into another place; and that he
shall come again, and he shall win the Holy Cross?
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4. What great deed did King Arthur achieve as he lived his life? What was his
greatest legacy?
5. What pattern is used to develop the idea of the text? Point out the sequence
signals or connectors in the text?
6. How do images or word pictures help you experience a scene in the excerpt of
The Day of Destiny?
Application
TASK 8: MY LEGACIES
What would your legacy be? Accomplish the chart below.
My legacy to
Mother Earth
____________________________________
My legacy to my
people
____________________________________
My legacy to my
family
____________________________________
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The Day of Destiny
from Morte D‘Arthur by Sir Thomas Malory
Sir Thomas Malory’s Morte D’Arthur is the most complete single version of the tales of King
Arthur and his court that has been written in English.
“The Day of Destiny,” an excerpt from this work, describes the end of King Arthur’s reign and
the dissolution of the order which he, along with his Knights of the Round Table, has established.
This end grows out of the corruption within the royal court itself. Arthur’s illegitimate son Mordred
knows of the secret love affair between Arthur’s wife, Queen Guinevere, and his best friend, Sir
Lancelot. One night Mordred leads a band of knights to Guinevere’s chamber, where they find
the Queen with Lancelot.
Although he is reluctant, Arthur feels obligated to obey the law of the land and burn his wife
at the stake. However, at the last minute Lancelot rescues her, killing two knights who are
guarding her. Lancelot subsequently flees to a castle in France and Arthur forgives Guinevere. Sir
Gawain, the brother of the dead knights, demands vengeance on Lancelot. His hatred forces
Arthur to lead his men on an attack against Lancelot’s French fortress. In the ensuing battles
Lancelot seriously wounds Gawain but refuses to kill him.
And quickly King Arthur moved himself with his army along the coastline westward, toward
Salisbury. And there was a day assigned betwixt King Arthur and Sir Mordred that they should not
meet upon a field beside Salisbury and not far from the coast. And this day so assigned as
Monday after Trinity Sunday (the eighth Sunday after Easter), whereof King Arthur was passing
glad that he might be avenged upon Sir Mordred.
So upon Trinity Sunday at night King Arthur dreamed a wonderful dream, and in his dream it
seemed to him that he saw upon a platform a chair, and the chair was fast to a wheel, and
thereupon sat King Arthur in the richest cloth of gold that might be made. And the King thought
there was under him, far from him, and hideous deep black water, and therein was all manner
of serpents, and worms, and wild beasts, foul and horrible. And suddenly the King thought that
the wheel turned upside down, and he fell among the serpents, and every beast took him by a
limb. And then the King cried as he lay in his bed, ―Help, Help!‖
And then knights, squires, and yeomen awaked the King, and then he was so amazed that
he knew not where he was. And then so he awaked until it was night day, and then he fell on
slumbering again, not sleeping nor thoroughly waking. So it seemed to the King that there came
Sir Gawain unto him with a number of fair ladies with him. So when King Arthur saw him, he said,
―Welcome, my sister‘s son. I weened ye had been dead. And now I see thee on – live, much am
I beholden unto Almighty Jesu. Ah, fair nephew and my sister‘s son, what been these ladies that
hither be come with you?‖
―Sir,‖ said Sir Gawain, ―all these be ladies for whom I have fought for when I was man living.
And all these are those that I did battle for in righteous quarrels, and God had given them that
grace, at their great prayer, because I did battle for them for their right, that they should bring
me hither unto you. Thus much had given leave God, for to warn you of your death. If you fight
tomorrow with Sir Modred, as ye both have assigned, doubt ye not ye must be slain, and the
most party of your people on both parties. And for the great grace And goodness that Almighty
Jesu had unto you, and for pity of you and many more other good men there shall be slain, God
had sent me to you of his special grace to give you warning that in no wise ye do battle as
tomorn, but that ye take a treaty fora month from today. And you make generous offers , so that
tomorn ye put in a delay. For within a month shall come Sir Lancelot with all his noble knights and
rescue you worshipfully and slay Sir Modred and all that ever will hold with him.
Then Sir Gawain and all the ladies vanished. And anon the King called upon his knights,
squires, and yeomen, and charged them quickly to fetch his noble lords and wise bishops unto
him. And when they were come the King told them of his dream, that Sir Gawain had told him
and warned him that, and he fought on the morn, he should be slain. Then the King
commanded Sir Lucan the Butler and his brother Sir Bedivere the Bold, with two bishops with
them, and charged them in any wise to take a treaty for a month from today with Sir Modred.
―And spare not: proffer him lands and goods as much as ye think reasonable.‖
So then they departed and came to Sir Modred where he had a grim host of a hundred
thousand, and there they entreated Sir Modred long time. And at the last Sir Modred was
agreed for to have Cornwall and Kent by King Arthur‘s days, and after that, all England, after
the days of King Arthur.
Then they ageed that King Arthur and Sir Modred should meet betwixt both their hosts, and
each of them should bring fourteen persons. And so they came with this word unto Arthur. Then
said he, ―I am glad that this is done,‖ so he went into the field.
And when King Arthur should depart, he warned all his host that, and they see any sword
drawn, ―Look ye come on fiercely and slay that traitor Sir Modred, for I in no wise trust him.‖ In like
wise Sir Modred warned his host that ―And ye see any manner of sword drawn, look that ye
come on fiercely, and so slay all that ever before you standeth, for in no wise I will not trust for
this treaty .‖ And in the same wise said Sir Modred unto his host, ―For I know well my father will be
avanged upon me.‖
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And so they met as their arrangement was and were agreed and accorded thoroughly.
And wine was fetched and they drank together. Right so came and adder out of a little
heathbush, and it stung a knight in the foot. And so when the knight felt him so stung, he looked
down and saw the adder. And anon he drew his sword to slay the adder, and thought none
other harm. And when the host on both parties saw that sword drawn, then they blew beams,
horns, and shouted grimly. And so both hosts dressed them together. And King Arthur took his
horse and said, ―Alas, this unhappy day!‖ and so rode to his party, and Sir Modred in like wise.
And never since was there never seen a more dolefuller battle in no Christian land, for there
was but rushing and riding, lunging and striking; and many a deadly stroke. But ever King Arthur
rode throughout the battalion of Sir Modred many times and did full nobly, as a noble should do,
and at all times he fainted never. And Sir Modred did his devoir that day and put himself in great
peril.
And thus they fought all the long day, and never stopped till the noble knights were laid to
the cold earth. And ever they fought still it was near night, and then was there a hundred
thousand laid dead upon the down. Then was King Arthur wild with rage out of measure when
he saw his people so slain from him. And so he looked about him and could see no more of all
his host, and good knights left no more on – live, but two knights: the t‘one was Sir Lucan the
Butler and the other his brother Sir Bedivere. And yet they were full sore wounded.
―Jesu, mercy,‖ said the King, ―where are all my noble knights become? Alas that ever I
should see this doleful day! For now, ― said King Arthur. ―I am come to mine end . But would to
God.‖ Said he, ―that I wist now where were that traitor Sir Modred that has caused all this
mischief.‖
Then King Arthur looked about and was ware where stood Sir Modred leaning upon his sword
among a great heap of dead men.
―Now give me my spear.‖ Said King Arthur unto Sir Lucan. ―for yonder I have espied the
traitor that all this woe hath wrought.‖
―Sir, let him be ,‖ said Sir Lucan, ―for he is unhappy. And if ye pass this unhappy day ye shall
be right well revenged upon him. And, good lord, remember ye of your night‘s dream, and what
the spirit of Sir Gawain told you tonight, and yet God of his great goodness had preserved you
hitherto. And for God‘s sake, my lord, leave off by this, for, blessed be God, ye have won the
field: for yet we been here three on – live, and with Sir Modred is not one on – live. And therefore
if ye leave off now, this wicked day of destiny is past.‖
―Now, befall me death, tide me life,‖ said the King, ―now I see him yonder alone, he shall
never escape mine hands. For at a better avail shall I never have him."
―God speed you well !‖ said Sir Bedivere.
Then the King got his spear in both his hands and ran toward his Modred, crying and saying,
―Traitor. Now is thy deathday come!‖
And when Sir Modred saw King Arthur he ran until him with his sword drawn in his hand, and
there King Arthur smote Sir Modred under the shield, with a thrust of his spear, throughout the
body more than a fathom. And when Sir Modred felt that he had his death‘s wound , he thrust
himself with the might that he had up to hand guard of King Arthur´s spear, and right so he
smote his father King Arthur with his sword holden in both his hands, upon the side of the head,
that the sword pierced the helmet and the casting of the brain. And therewith Sir Modred
dashed down stark dead to the earth.
And noble King Arthur fell in a swough to the earth, and there he swooned oftentimes, and
Sir Lucan and Sir Bedivere oftentimes heaved him up. And so, weakly betwixt them, they led him
to a little chapel not far from the seaside, and when the King was there, him thought him
reasonably eased. Then heard they people cry in the field. ―Now go thou, Sir Lucan,‖ said the
King, ―and let me know what betokens that noise in the field.‖
So Sir Lucan departed, for he was grievously wounded in many places. And so as he walked
he saw and harkened by the moonlight how that pillagers and robbers were come into the field
to pill and to rob many a full noble knight of brooches and bracelets and of many a good ring
and many a rich jewel. And who that were not dead all out there they slew them for their
harness and their riches. When Sir Lucan understood this work, he came to the King as soon as
he might and told him all what he had heard and seen. ―Therefore by my advice,‖ said Sir
Lucan, ―it is best that we bring you to some town.‖
―I would it were so,‖ said the King, ―but I may not stand, my head works so. Ah, Sir Lancelot,‖
said King Arthur, ―this day have I sore missed thee. And alas that ever I was against thee, for now
have I my death, whereof Sir Gawain me warned in my dream.‖
Then Sir Lucan took up the King the t‘one side and Sir Bedivere the other party; and in the
lifting Sir Lucan fell in a swoon that part of his guts fell out of his body, and therewith the noble
knight´s heart burst. And when the King awoke he beheld Sir Lucan how he lay foaming at the
mouth and part of his guts lay at his feet.
―Alas,‖ said the King, ―this is to me a full heavy sight to see this noble duke so die for my sake,
for he would have helped me that had more need of help than I. Alas that he would not
complain him for his heart was so set to help me. Now Jesu have mercy upon his soul.‖
Then Sir Bedivere wept for the death of his brother.
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―Now leave this morning and weeping, gentle knight,‖ said the King, ―for all this will not avail
me. For wit thou well, and I might live myself, the death of Sir Lucan would grieve me evermore.
But my time passeth on fast,‖ said the King.
―Therefore,‖ said King Arthur unto Sir Bedivere, ―take thou here Excalibur my good sword and
go with it to yonder water‘s side: and when thou comest there I charge thee throw my sword in
that water and come again and tell me what thou saw there‖.
―My lord,‖ said Bedivere, ― your commandment shall be done, and I shall quickly bring your
sword again.‖
So Sir Bedevere departed. And by the way he beheld that noble sword, that the hilt and
hand guard was all precious stones. And then he said to himself, ―If I throw this rich sword in the
water, thereof shall never come good, but harm and loss.‖ And then Sir Bedivere hid Excalibur
under a tree. And so, as soon as he might, he came again unto the King and said he had been
at the water and had thrown the sword into the water.
―What did you see there?‖ said the King.
―Sir,‖ he said, ―I saw nothing but waves and winds.‖
―That is untruly said of you,‖ said the King. ―And therefore you go quickly again and do my
commandment: as you are to me loved and dear, spare not, but throw it in.‖
Then Sir Bedeivere returned again and took the sword in his hand. And yet he thought sin
and shame to throw away that noble sword. And so again he hid the sword and returned again
and told the King, that he had been at the water and done his commandment.
―What did you see there?‖ said the King.
―Sir,‖ he said, ―I saw nothing but waters lap and waves grow.‖
―Ah, traitor unto me and untrue,‖ said King Arthur, ―now you have betrayed me twice. Who
would have weened that you have been to me so loved and dear, and you are named a noble
knight, and would betray me for the riches of this sword. But now go again lightly, for you long
tarrying put me in great jeopardy of my life, for I have taken cold. And but if you do now as I bid
you, if ever I may see you I shall slay you with my own hands, for you would for my rich sword see
me dead‖.
Then Sir Bedivere departed and went to the sword and lightly took it up, and so he went to
the water´s side; and there he bound the girdle about the hilts, and threw the sword as far into
the water as he might. And there came an arm and a hand above the water and took it and
clutched it, and shook it thrice and brandished; ands then vanished away the hand with the
sword into the water. So Sir Bedivere came again to the King and told him what he saw.
―Alas,‖ said the King, ―help me hence, for I dread me I have tarried overlong.‖
Then Sir Bedivere took the King upon his back and so went with him to that water´s side,
even closer, by the bank floated a little barge with many fair ladies in it; and among them all
was a queen; and all they had black hoods, and all they wept and shrieked when they saw King
Arthur.
―Now put me into that barge,‖ said the King; and so he did softly. And there received him
three ladies with great mourning, and so they set them down. And in one of their laps King Arthur
laid his head, and then the queen said, ―Ah, my dear brother, why have ye tarried so long from
me? Alas, this wound on your head had caught overmuch cold.‖ And anon they rowed
fromward the land, and Sir Bedivere beheld all the ladies go forward him.‖
Then Sir Bedivere cried and said, ―Ah, my lord Arthur, what shall become of me, now you go
from me and leave me here alone among my enemies?‖
―Comfort yourself,‖ said the King, ―and do as well as you may, for in me is no trust in. For I
must into the legendary valley to heal me of my grievous wound. And If you hear nevermore of
me, pray for my soul.‖
For ever the queen and ladies wept and shrieked, that it was pity to hear. And as soon as Sir
Bedivere had lost sight of the barge he wept and wailed, and so took the forest and went all
that night.
And in the morning he was ware, betwixt two bare woods, of a chapel and a hermitage.
Then was Sir Bedivere glad, and thither he went, and when he came into the chapel he saw
where lay a hermit groveling on all fours, close thereby a tomb was new dug. When the hermit
saw Sir Bedivere he knew him well, for he was but little before Bishop of Canterbury, that Sir
Modred put to flight.
―Sir,‖ said Sir Bedivere, ―what man is there here interred that you pray so fast for?‖
―Fair son,‖ said the hermit. ―I wot not verily but by guessing. But this same night, at midnight,
here came a number of ladies and brought here a dead corpse and prayed me to inter him.
And here they offered a hundred tapers, and gave me a thousand gold coins.‖
―Alas,‖ said Sir Bedivere,‖ that was my lord King Arthur, which laid here buried in this chapel.‖
Then Sir Bedivere swooned, and when he awoke he prayed the hermit that he might abide
with him still, there to live with fasting and prayers:
―For from hence will I never go,‖ said Sir Bedivere,‖ by my will, but all the days of my life here
to pray for my lord Arthur.‖
―Sir, you are welcome to me,‖ said the hermit, ―for I know you better than you think That I do:
for you are Sir Bedivere the Bold, and the full noble duke Sir Lucan the Butler was your brother.‖
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Then Sir Bedivere told the hermit all as you have heard before, and so he stayed with the
hermit that was beforehand Bishop of Canterbury. And there Sir Bedivere put upon him poor
clothes, and served the hermit full lowly in fasting and in prayers.
Thus of Arthur I find no more written in books that been authorized, neither more of the very
certainty of his death heard i nor read, but thus was he led away in a ship wherein were three
queens; that one was King Arthur‘s sister, Queen Morgan le Fay, the other was the Queen of
North Galis, and the third was the Queen of the Waste Lands.
Now more of the death of King Arthur could I never find, but that these ladies brought him to
his grave, and such one was interred there which the hermit bare witness that was once Bishop
of Canterbury. But yet the hermit knew not in certain that he was verily the body of King Arthur;
for this tale Sir Bedivere, a knight of the Table Round, made it to be written.
Yet some men say in many parts of England that King Arthur is not dead, but carried by the
will of our Lord Jesu into another place; and men say that he shall come again, and he shall win
the Holy Cross. Yet I will not say that it shall be so, but rather I would say: here in this world he
changed his life. And many men say that there is written upon the tomb this:
Hic iacet Arthurus, Rex
Quondam, Rexque futurus
(Here lies Arthur, who was once king and king will be again)
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CITY SCHOOLS DIVISION OF TAYABAS
Tayabas City
LESSON EXEMPLAR
Grade 9-English
Quarter:
Theme:
Sub-Theme:
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,
word
derivation
and
formation strategies, appropriate word
order, punctuation marks and interjections
to enable him/her to participate actively
in a speech choir.
I.
FIRST
Enhancing the Self
Coping with Challenges
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.
LEARNING COMPETENCY
EN9LT-Ig-14: Analyze literature as a means of discovering the self
EN9LC-Ig-8.7: Draw generalizations and conclusions from the materials listened to
EN9LC-Ib-6.2: Infer thoughts, feelings and intentions of the speaker
Objectives:
1. Listen to the audio recording of and analyze the poem
2. Infer the persona‘s thoughts, feelings and intentions in the poem
3. Express effective ways of coping with challenges to enhance one‘s self
4. Show appreciation for the significant human experiences highlighted and
shared during the discussion
II.
LEARNING CONTENT
Lesson: “Mother to Son” by Langston Hughes
Materials:
1. Audio recording of the poem
2. Speaker
3. Powerpoint presentation, permanent marker and manila paper
References:
1. K to 12 Curriculum Guide (May 2016)
2. A Journey through Anglo-American Literature Learner‘s Material for English
3. Online References
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III.
LEARNING TASKS
Introduction: Learning to cope with challenges is part of enhancing one‘s self.
This simply means that one needs to be aware of, face, and then remove the
setbacks, burdens and difficulties which at time upset him/her. This lesson will
guide you in answering the big question: How do I cope with challenges in life?
Activity:
TASK 1: TWISTERS

Work in pairs and reflect on the question: ―What do you
consider as your challenges in life?‖

Make a list of at least ten (10) challenges experienced
by students like you.

Rank the items on your list in order of difficulty – with 1 as the most challenging
and 10 as the least challenging.

Make a chart like the one below and fill it up with the entries called for.
Challenges being met by students
 _____________________________________________
 _____________________________________________
 _____________________________________________
 _____________________________________________

Rank
_____________
_____________
_____________
_____________
Be ready to share your findings with the class.
Analysis:
TASK 2: WHY NOT?
Reflect on the following quotation:
“Don’t let challenges stop you to take your best future.”
-Anonymous
Take turns in answering the following questions:
 What does the quotation suggest?
 Do you agree with what the quotation suggests? Why or why not?
 What does it take to face life‘s challenges?
TASK 3: MEANINGFUL LIFE
 In your notebook, answer this question: Do words have the
power to help a person get through hard/difficult times? In
what way?

After answering the question, listen to the audio recording of ―Mother to
Son‖ by Langston Hughes.
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Mother to Son
by Langston Hughes
Well, son, I‘ll tell you:
Life for me ain‘t been no crystal stair.
It‘s had tacks in it,
And splinters,
And boards torn up,
And places with no carpet on the floor—
Bare.
But all the time
I‘se been a-climbin‘ on,
And reachin‘ landin‘s,
And turnin‘ corners,
And sometimes goin‘ in the dark
Where there ain‘t been no light.
So boy, don‘t you turn back.
Don‘t you set down on the steps
‘Cause you finds it‘s kinder hard.
Don‘t you fall now—
For I‘se still goin‘, honey,
I‘se still climbin‘,
And life for me ain‘t been no crystal stair.
TASK 4: DIFFERENTIATED WORK
Accomplish the following group tasks based from the poem you
read and listened to.
Group 1: Words, words, words
 List the words that your group finds difficult in the poem
 Use a dictionary to find the meaning of the words as well as the antonyms
and synonyms
 Share your group‘s output with the class
Group 2: Meaningful significant experience
 Answer the following questions as a group:
1. Who is the speaker/persona in the poem?
2. To what does the speaker compare her life with?
3. What does the mother tell her son?
Group 3: Salient points
 Reflect on and discover the answer to the following questions:
1.
2.
3.
4.
What is the poem about?
What is the most interesting phrase in the poem? Why?
Which part makes you think of someone in true to life experience?
What do you think is the author‘s purpose in writing the poem?
Group 4: Message for you
 Discuss the answers to the following questions:
1.
2.
3.
4.
5.
Which part of the poem do you like best? Why?
What do you think might have motivated the mother to advise her son?
Is the message of the poem worthwhile?
How important is the poem‘s message in your life?
What have you learned from it?
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Group 5: More challenges
 Talk about how the speaker/persona feels about the challenges in life.
 Explain her reactions to such challenges.
 Point out the lines or phrases that shed light on these.
 Use a table like the one shown below for your group‘s responses:
Persona‟s feeling
Reason
Lines or phrases as support
Abstraction:
TASK 5: MUSICALLY YOURS
Scout for songs that express any of the following experiences:
poverty
hope
faith
prejudice
perseverance
determination
loss of loved ones
sound decisions
failures
charity
setbacks
courage
Application:
TASK 6: MAGIC 8
 Work in groups of five and find out how familiar you and your
group mates are with the Magic 8 ways.
 Point out which of them you already have experienced as you
face the challenges of everyday life and as the basis for self-improvement.
 Jot down your thoughts about how your experiences have given you a
second chance for self-enhancement.
 Share your thoughts with your peers, group mates, and others.








MAGIC 8 WAYS
See hardships as challenges rather than insurmountable obstacles.
Focus on the positive rather that the negative effects.
Take comfort in the love and support of the family.
Look for and take comfort in small pleasures.
Develop a greater sense of pride or accomplishment from the
challenges or decision made.
Offer opportunities to all who can provide solutions.
Increase tolerance under extreme conditions.
Act and think like what you do makes a difference.
Application:
TASK 7: ADVICE COLLAGE!
 With your group, create a collage based on your chosen
lines or images from the poem.
 Create photos or drawings that illustrate the message that
your group wants to convey.
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COLLAGE MAKING RUBRIC
Variety of
Pictures
(used to develop
main idea)
Ideas
(originality and
interest)
Relevance of
Material
(connected to
the main
idea/message)
1
2
3
4
Limited variety of
pictures is used to
develop the main
idea.
Adequate variety
of pictures is used
to develop the
main idea.
Good variety of
pictures is used to
develop the main
idea.
Excellent variety of
pictures is used to
develop the main
idea.
Few original ideas
in material or
display are evident
to stimulate
interest.
Some original ideas
in material or
display are evident
to stimulate some
interest.
Several original
ideas in material or
display are evident
to stimulate much
interest.
Many original ideas
in material and
display are evident
and stimulate a
great deal of
interest.
Very few materials
selected are
relevant and rarely
connected to the
main idea.
Some materials
selected are
relevant and
somewhat
connected to the
main idea.
Material selected
are mostly relevant
and connected to
the main idea.
Materials selected
are all relevant
and clearly
connected to the
main idea.
Visual Impact
Overall visual
Overall visual
(effectiveness of
Overall visual
Overall visual
impact is
impact is very
impact is limited.
impact is effective.
somewhat
overall
effective.
effective.
presentation)
Source: http://moshej.edublogs.org/files/2011/04/Collage-Rubric-2cfq0em.pdf
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CITY SCHOOLS DIVISION OF TAYABAS
Tayabas City
LESSON EXEMPLAR
Grade 9-English
Quarter:
Theme:
Sub-Theme:
Content Standard:
The learner demonstrates understanding
of how Anglo-American literature and
other text types serve as a means of
enhancing the self; also how to use
processing,
assessing,
summarizing
information,
word
derivation
and
formation strategies, appropriate word
order, punctuation marks and interjections
to enable him/her to participate actively
in speech choir.
I.
FIRST
Enhancing the Self
Living With A Purpose
Performance Standard:
The learner actively participates in a
speech choir through using effective
verbal and non-verbal activities based on
the following criteria: Focus, voice,
Delivery,
Facial
Expressions,
Body
Movements/Gestures
and
Audience
Contact.
LEARNING COMPETENCY
EN9LT-Ih-14: Analyze literature as a means of discovering the self
EN9SS-Ie-1.5.1: Skim to determine key ideas and author‘s purpose
Objectives:
1. Identify the literary devices used in the poem
2. Read the poem and analyze the author‘s intentions and viewpoints
reflected in the piece
3. Point out the values learned from the poem
4. Perform a poem reading
5. Show cooperation and unity in performing group tasks
II.
LEARNING CONTENT
Lesson: “A Psalm of Life” by Henry Wadsworth Longfellow
Materials:
1. Monitor and Speaker
References:
1. K to 12 Curriculum Guide (May 2016)
2. A Journey through Anglo-American Literature Learner‘s Material for English
3. Online References
III.
LEARNING TASKS
Introduction:
For you, what is your meaning of life? How do you live your life?
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Preliminary Activity:
TASK 1: WHAT‟S IN A QUOTE?
Choose any quotation about life and explain it.
1. Buddha: ―Do not dwell on the past, do not dream of the future,
concentrate the mind on the present moment.‖
2.
Cesare Pavese: ―We do not remember days, we remember moments.‖
3. Seneca: As long as you live, keep learning how to live.‖
4. Hippocrates: ―The art is long, life is short.‖
5. Lou Holtz: ―Life is ten percent what happens to you and ninety percent how
you respond to it.‖
Activity:
TASK 2: GETTING TO KNOW THE AUTHOR
View a video clip on the life of Henry Wadsworth Longfellow. List down the
important information about the author based on what you have watched.
Source: https://www.youtube.com/watch?v=DsKJom0yKnQ
Analysis:
TASK 3: LISTENING HUB
Listen to the poem ―A Psalm of Life‖ by Henry Wadsworth Longfellow.
Source: https://www.youtube.com/watch?v=iSXb1vjhmEA
A Psalm of Life
by Henry Wadsworth Longfellow
Tell me not, in mournful numbers,
Life is but an empty dream!
For the soul is dead that slumbers,
And things are not what they seem.
Life is real! Life is earnest!
And the grave is not its goal;
Dust thou art, to dust returnest,
Was not spoken of the soul.
Not enjoyment, and not sorrow,
Is our destined end or way;
But to act, that each to-morrow
Find us farther than to-day.
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Art is long, and Time is fleeting,
And our hearts, though stout and brave,
Still, like muffled drums, are beating
Funeral marches to the grave.
In the world‘s broad field of battle,
In the bivouac of Life,
Be not like dumb, driven cattle!
Be a hero in the strife!
Trust no Future, howe‘er pleasant!
Let the dead Past bury its dead!
Act,— act in the living Present!
Heart within, and God o‘erhead!
Lives of great men all remind us
We can make our lives sublime,
And, departing, leave behind us
Footprints on the sands of time;
Footprints, that perhaps another,
Sailing o‘er life‘s solemn main,
A forlorn and shipwrecked brother,
Seeing, shall take heart again.
Let us, then, be up and doing,
With a heart for any fate;
Still achieving, still pursuing,
Learn to labor and to wait.
TASK 4: SOUNDS AND SENSE
Make a list of words, phrases, and lines that convey sound, feeling, and
meaning.
TASK 5: RHYME
Identify the rhyming words and the rhyme scheme used by each stanza.
Stanza
Rhyming words
Rhyme Scheme
1
2
3
4
5
6
7
8
9
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TASK 6: FIGURES OF SPEECH
List the figures of speech used in the poem and opposite it give the exact lines
taken from it.
Figures of Speech
Lines from the Poem
1.
1.
2.
2.
3.
3.
Abstraction:
TASK 7: SMALL GROUP DIFFERENTIATED WORK
Work in 6 groups. With your groupmates, read the poem aloud and
perform your assigned task.
Group 1
Look for words in the poem which are opposite in meaning to each of the
following.
open
harmony
ridiculous
uncertain
built
cheerful
insincere
loud
permanent
moves
Group 2
Discuss your answers to the following questions.
 What according to the poem is our ―destined end‖ or purpose?
 Is the poem morally uplifting and sentimental? Prove your point.
 How can one be man according to Longfellow?
 What conditions are suggested by the persona/speaker in order for
anyone to become a man? Recite lines that illustrate each condition?
Group 3
Think about:
 what the speaker says life is not.
 the command, ―Act, act in the living present.‖
 the last four lines of the poem.
 the quotation you choose as closest to your philosophy in life.
 why the poem is an inspirational one.
 how the poem celebrates the gift of life.
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Group 4
Which of the line suggests:
 People should continue to appreciate life on earth as very important
and real
 A time to act is NOW, to make spiritual, moral, and intellectual marks in
this world
 People not to waste the short time that they have
 Act as heroes amidst the earth‘s strife
 Work toward personal achievement
Group 5
Share your answers to the following questions:
 Do you believe that Longfellow has a strong view of life?
 How does Longfellow‘s view of life compare with your own view?
 Point out the lines in the poem that:
- show Longfellow has a strong optimistic view of life
- you think young people might or might not agree with
PHILOSOPHY IN LIFE
Longfellow‟s View
My View
Results
Group 6
What are the values expressed in the poem? Do the people still share the values
expressed in the Psalm of Life? Prove it.
Application:
TASK 8: BRAINSTORMING
Discuss with three or four of your classmates what you like about
the following then share to the class.
Title of the poem
Its subject
The poem‟s mysteriousness
The way the words appear on the page
The mood the poem puts you in
What it makes you remember
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Assessment:
TASK 9: ON YOUR OWN
Perform an individual poem reading. Be guided by the given rubric.
POEM READING RUBRIC
Category
Content
Preparedness
Volume
Speaks
Clearly
Listens to
Other
Presentations
4
3
Delivery shows a
full understanding
of the topic.
Delivery shows a
good
understanding of
the topic.
Student is completely prepared
and has obviously
rehearsed.
Students seems
pretty prepared
but might have
needed a couple
more rehearsals.
Volume is loud
enough to be
heard by all
audience
members
throughout the
presentation.
Speaks clearly
and distinctly all
(100% – 95% of
the time
and pronounces
all words
correctly.
Listens intently.
Does not make
distracting noises
or movements.
2
Delivery shows a
good
understanding
of parts of the
topic.
Students is
somewhat
prepared, but it is
clear that
rehearsal
was lacking.
1
Does not seem to
understand the
topic very well.
Students does
not seem at all
prepared to
present.
Volume is loud
enough to be
heard by all
audience members 90% of the
time.
Volume is loud
enough to be
heard by all
audience members 80% of the
time.
Volume often
too soft to
be heard by
all audience
members.
Speaks clearly
and distinctly all
(100% – 95% of the
time
by mispronounces
one word.
Speaks clearly
and distinctly all
(94% – 85% of the
time.
Mispronounces
no more than one
word.
Often mumbles of
cannot be
understood OR
mispronounces
more than one
word.
Listens intently but
has one
distracting noise
or movement.
Sometimes does
not appear to be
listening but is not
distracting.
Sometimes does
not appear to be
listening and has
distracting noises
or movements.
Source: alex.state.al.us/uploads/.../OralPresentationRubricPoetrySlam.doc
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CITY SCHOOLS DIVISION OF TAYABAS
Tayabas City
LESSON EXEMPLAR
Grade 9-English
Quarter:
Theme:
Sub-Theme:
Content Standard:
The learners demonstrate 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,
word
derivation
and
formation strategies, appropriate word
order, punctuate marks and interjections
to enable him/her to participate actively
in speech choir.
I.
FIRST
Enhancing the Self
Living with a Purpose
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
Expression,
Body
Movements/ Gestures and Audience
Contact.
LEARNING COMPETENCY
EN9V-Ig-12.3: Note types of context clues used for a given word or expression
Objectives:
1. Develop inferential comprehension skills by figuring out unknown words
using context clues
2. Determine the type of context clue used for a given word or expression
3. Enhance word knowledge by selecting and generating words
4. Exhibit giving importance to knowledge of context clues by arriving with
the meaning of unfamiliar words in passages when dictionary is not
availble
II.
LEARNING CONTENT
Lesson: Context Clues
Materials:
1. Metacards
2. Handouts
3. Paper and pen
References:
1. K to 12 Curriculum Guide (May 2016)
2. A Journey through Anglo-American Literature Learner‘s Material for English
3. Online References
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III.
LEARNING TASKS
Introduction: The meaning of a word can often be gleaned from clues in the
surrounding context. What comes before and after a new word can reveal its
meaning, structure, and use.
Preliminary Activity:
TASK 1: WORD DOMINOES
The students will work as team. Each team is given the entire set
of dominoes.
Directions:
1. The students read the sentences and use clues to determine the meaning of
the underlined word.
2. The students then must search the remaining dominoes to find the definition of
the word.
3. The students should line up the sentence with the underlined word next to its
definition in the same way to connect dominoes.
4. When completed, the students should be able to connect all of the dominoes
from start to finish.
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Source: https://www.pinterest.com/pin/191895634095895163/
Activity:
TASK 2: LET‟S PLAY DETECTIVES!
1. Suppose you are detectives using clues to figure out what an
unfamiliar word means.
2. You will work in pairs in analyzing this sentence: “The vixen was not as
fortunate.”
3. Define or guess the meaning of the underlined word. Share your definitions
with your partners.
Do you think there is not enough context in the sentence to infer the meaning of
the word vixen?
Analysis:
TASK 3: LPR3 MNEMONIC
The LPR3 mnemonic is a useful aid for figuring out unknown words from context.
1. Look - before, at, and after the new word
2. Predict-quickly predict the word's meaning, remembering that a wrong
prediction is often a good start
3. Reason-think more carefully about the word's meaning, trying to be as precise
as the context clues permit
4. Resolve-recognize that you may need to take other steps (e.g., look it up, ask
someone)
5. Redo--go through the steps again if necessary
Apply the reminder/mnemonic to get the meaning of the unfamiliar words in the
following sentences.
1. Even when the police officers put the handcuffs on my mother, she
maintained her
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dignity, holding her head up high as she was marched off the protest site.
2. The rays from the rising sun shined splendidly through our kitchen window.
3. John was so hungry that he didn‘t leave a single particle of the muffin on the
plate.
4. Cassie took her time when she wrote in cursive, slowly making each word out
of an elegant series of arcs and loops.
5. Kevin thought that it was a great injustice that girls could wear earrings in the
school while the boys could not.
Abstraction:
TASK 4: DIGGING THE CLUES
Study these four common types of context clues and think
about what information in the sentence is useful and what is
not. Afterwards, work with partners and come up with different
examples for all the types of context clues.
Types of Context Clues
1. Definition – the word is defined directly and clearly in the sentence in which it
appears.
Example:
The arbitrator, the neutral person chosen to settle the dispute, arrived at her
decision.
2. Antonym (or contrast) – often signaled by the words whereas, unlike, or as
opposed to.
Examples:
Unlike Jamaal‘s room, which was immaculate, Jeffrey‘s room was very messy.
Whereas Melissa is quite lithe, her sister is clumsy and awkward.
3. Synonym – other words are used in the sentence with similar meanings.
Example:
The slender woman was so thin her clothes were too big on her.
4. Inference – word meanings are not directly described, but need to be inferred
from the context.
Example:
Walt‘s pugnacious behavior made his opponent back down.
4. Restatement – words are restated using easier language. Commas, dashes, or
other punctuation can point to a restatement clue, along with expressions such
as that is, in other words, and or.
Example:
My father is a podiatrist, or foot doctor.
Source:
http://www.readwritethink.org/files/resources/lesson_images/lesson1089/types_context_clues.pdf
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Application:
TASK 5: PAIR WORK
Complete the following sentences. Be prepared to explain your
reasoning.
1. The teacher ______________ the class.
2. The teacher _______________ the class. She was a bit unhappy with how they
had behaved at the assembly.
3. The teacher ______________ the class. They rehearsed so hard for the play and
it paid off!
4. Charlie was ______________ .
5. Unlike Kevin, who was excited when he killed his first deer, Charlie was _______.
Now, working with your partner, enhance the context of at least two of the
sentences using the types of context clues you learned about. As an example,
for any inference clue, you might rewrite sentence 4 to read, “After working a
double shift, Charlie was exhausted.” Write your two revised sentences in the
space below and indicate what type of context clue is being used.
Assessment:
TASK 6: CHECKPOINT
Find the meaning of the underlined words in the following sentences using
context clues.
Source: https://s-media-cache-ak0.pinimg.com/736x/9e/4f/4e/
9e4f4e12c3edc26b95c9f63e31ebb61b.jpg
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CITY SCHOOLS DIVISION OF TAYABAS
Tayabas City
LESSON EXEMPLAR
Grade 9-English
Quarter:
Theme:
Sub-Theme:
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,
word
derivation
and
formation strategies, appropriate word
order, punctuation marks and interjections
to enable him/her to participate actively
in a speech choir.
I.
FIRST
Enhancing the Self
Celebrating Self-Worth
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.
LEARNING COMPETENCY
EN9LT-If-14: Analyze literature as a means of discovering the self
EN9LT-If-2.2.3: Determine tone, mood, technique, and purpose of the author
EN9WC-Ih-3.6: Use literary devices and techniques to craft poetic forms
Objectives:
1. Determine tone, mood, technique, and purpose of the author in writing
the poem
2. Analyze literature as a means of discovering the self
3. Make inferences on the content of the poem based on the title
4. Reflect on the values highlighted in the poem through writing a poem
using literary devices and techniques
II.
LEARNING CONTENT
Lesson: “If” by Rudyard Kipling
Materials:
1. Powerpoint presentation
2. Tarpapel
References:
1. K to 12 Curriculum Guide (May 2016)
2. A Journey through Anglo-American Literature Learner‘s Material for English
3. Online References
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III.
LEARNING TASKS
Introduction: How can we attain self-worth? What does it take to get the most
out of life?
Preliminary Activity:
TASK 1: GETTING TO KNOW THE AUTHOR
Watch this video about Rudyard Kipling. Take down
important notes about the author. Pay attention to the
slides that will be shown afterwards. Answer the
questions that follow.
Source: https://www.youtube.com/watch?v=tv-2YlXgANY
Joseph Rudyard Kipling
30 December 1865
Bombay, Bombay Presidency,
British India
Occupation
Short-story writer, novelist, poet,
journalist
Died
18 January 1936 (aged 70)
London, England
Genre
Short story, novel, children's literature,
poetry, travel literature, science fiction
Notable works
―The Jungle Book‖, ―Just So Stories‖, ―Kim‖, ―Captains Courageous‖
"If—"
"Gunga Din", "The White Man's Burden"
Activity:
TASK 2: EYES HERE
Watch this animated clip on the poem ―If‖ by Rudyard Kipling.
Source: https://www.youtube.com/watch?v=RBCaRFY3iyA
If ─
By Rudyard Kipling
If you can keep your head when all about you
Are losing theirs and blaming it on you,
If you can trust yourself when all men doubt you,
But make allowance for their doubting too;
If you can wait and not be tired by waiting,
Or being lied about, don‘t deal in lies,
Or being hated, don‘t give way to hating,
And yet don‘t look too good, nor talk too wise:
If you can dream—and not make dreams your master;
If you can think—and not make thoughts your aim;
If you can meet with Triumph and Disaster
And treat those two impostors just the same;
If you can bear to hear the truth you‘ve spoken
Twisted by knaves to make a trap for fools,
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Or watch the things you gave your life to, broken,
And stoop and build ‘em up with worn-out tools:
If you can make one heap of all your winnings
And risk it on one turn of pitch-and-toss,
And lose, and start again at your beginnings
And never breathe a word about your loss;
If you can force your heart and nerve and sinew
To serve your turn long after they are gone,
And so hold on when there is nothing in you
Except the Will which says to them: ‗Hold on!‘
If you can talk with crowds and keep your virtue,
Or walk with Kings—nor lose the common touch,
If neither foes nor loving friends can hurt you,
If all men count with you, but none too much;
If you can fill the unforgiving minute
With sixty seconds‘ worth of distance run,
Yours is the Earth and everything that‘s in it,
And—which is more—you‘ll be a Man, my son!
Analysis:
TASK 3: VOCABULARY GAME
This time, read silently the poem ―If―. In groups, find out which word in
the poem is clearly described by each of the following definitions.
1. It means ―misfortune‖ or ―bad luck‖.
2. In other words, they are your ―enemies‖ or ―opponents‖.
3. It means ―stack‖ or ―bundle‖.
4. They are called ―pretenders‖ or ―fakes‖.
5. They are also called the‖ playing cards‖.
6. It means ―strength‖.
7. This means ―to bow‖ or ―to bend‖.
8. It is a ―trick‖ or set up‖ or ―deception‖.
9. This calls for ―good quality‖ or ―morally good‖.
10. In other words, these are your ―achievements‖ accomplishments‖ or
―success‖.
TASK 4: CHECK YOUR UNDERSTANDING
With a partner, accomplish the table and answer the questions
about the poem.
1. Remember that the poem is divided into four parts. Find out how each
part suggests something or someone in real life. Pick out the lines that
clearly suggest such. Complete the table with entries called for.
Part of the poem
What it suggests
Words, phrases, or lines
that clearly suggest
2. Did the title serve as big clue to project on the meaning of the poem?
Explain.
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3. What technique did the author used in the poem?
4. What is the tone and mood of the author?
5. How can one be a man according to R. Kipling?
6. What purposes are stated in each stanza?
7. Is the message of the poem worthwhile? Prove your point.
8. How important is the poem‘s message in your life?
Abstraction:
TASK 5: ALWAYS DO THE POSITIVE
Still working in pair, accomplish this task. The poem sets
conditions that serve as positive signs for success or attainment
of self-worth. Check which of these signs are conveyed in the
poem.
1. Overcome challenges and obstacles in life; don‘t let them beat you.
2. Follow your dreams and set up your goals.
3. Be realistic.
4. Continue, keep going; don‘t stop even if there are many challenges in your
way.
5. We are all equal and no one is above anyone else.
6. Do not waste time. Use every minute of your time wisely.
7. Be true to oneself.
8. Understand people who think differently from you and provoke you to do
evil actions.
9. Always do what is right and just.
10. Know the value of self-worth without being too proud of your own
qualities.
11. Overcome obstacles in life.
12. Do what is best.
Application:
TASK 6: REFLECTIONS
 What have you learned from the poem?
 What approach to life do you think the poet intended to
show and share in the poem?
 What new and special way does the poem give you of enhancing yourself
that can be celebrated?
 How will it help you to become a better person?
Assessment:
TASK 7: THE NEW „ME‟ RESOLUTION
Write a poem of four (4) stanzas about your personal goals on
making yourself better. Use literary devices and techniques that
you have learned in crafting your poem.
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POETRY WRITING RUBRIC
1
Meaning and
Originality
2
Poems appear to
be thoughtless or
rushed. Work is very
repetitive, and
ideas are
unoriginal.
Most of the poem
is creative, but
appears to be
rushed. This is
evident in the
poet's redundancy
or use of cliches.
Sensory Details
and Literary
Devices
It is difficult to
visualize image or
emotion due to
lack of sensory
details and use of
literary devices.
Some sensory
details and literary
devices are used
to portray image,
idea, or emotion.
Form
The poem is not
written in its proper
form.
The poem is
somewhat written
in its proper form.
There are
numerous spelling
or grammar errors,
making the poems
difficult to
understand.
Punctuation is used
incorrectly.
The poet's
intended meaning
is confusing by
several spelling or
grammar errors.
Punctuation may
be misused.
Grammar
3
4
Poem is thoughtful
and creative. A
couple of phrases
or ideas may be
revisited, but the
overall product is
carefully written.
Poem is creative
and original. It is
evident that the
poet put thought
into their words
and uniquely
conveyed their
ideas and
emotions.
Clear sensory
images and literary
devices are used
to portray ideas or
emotions.
Vivid, detailed
images and literary
effect are intensely
felt making the
poem come alive.
The poem is written
in its proper forms
with a few
mistakes.
A couple of
spelling or
grammar mistakes
are evident, but do
not diminish the
meaning of the
poem. Punctuation
is utilized when
necessary.
The poem is
complete and
follows its intended
form.
Proper use of
English spelling and
grammar is used
consistently
throughout each
poem. Punctuation
is utilized when
necessary.
Reference: http://www.rcampus.com/rubricshowc.cfm?sp=yes&code=J2359B
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