CITY SCHOOLS DIVISION OF TAYABAS
Tayabas City
LESSON EXEMPLAR
Grade 9-English
Quarter:
Theme:
Sub-Theme:
SECOND
Valuing Others and their Circumstances
Finding Other‟s Greatness
Content Standard:
The learner demonstrates understanding
of how Anglo-American literature and
other text types serve as means of valuing
other people; also how to use processing
information strategies, different forms of
adverbs and conditionals for him/her to
play an active part in a Chamber Theatre
presentation.
I.
Performance Standard:
The learner proficiently plays an active
part in a Chamber Theatre presentation
through employing effective verbal and
non- verbal strategies based on the
following criteria: Focus, Voice, Delivery,
Facial Expressions, Style and Body
Movements or Gestures.
LEARNING COMPETENCY
EN9LT-IIb-15: Analyze literature as a means of valuing other people and their
various circumstances in life
EN9RC-IIa-3.2.7: Compare and contrast similar information presented in different
texts
Objectives:
1. Analyze literature as a means of valuing other people and their various
circumstances in life
2. Compare and contrast similar information presented in different texts
3. Explore thoughts expressed in the poem to gain insights
II.
LEARNING CONTENT
Lesson: “Auld Lang Syne” (English Version)
“I Think Continually of Those Who Were Truly Great” by Stephen Spender
Materials:
1. Auld Lang Syne Lyrics English Version
2. Copy of the poem
3. 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
We are an emerging division where excellence is a habit and allegiance for quality is a pledge.
III.
LEARNING TASKS
Introduction: How do we celebrate the ―greatness‖ of the people we know?
Who do we consider truly great?
Preliminary Activity:
TASK 1: GREATNESS STANDS FOR…
1. Form a group of 5.
2. Form an acronym of GREATNESS by giving an equivalent to each letter in the
word. The word equivalent in each letter should be a trait that you believe
makes a person great e.g. G for generous.
Activity:
TASK 2: READING WHILE LISTENING
Hold your copies of the song Auld Lang Syne and the poem I Think
Continually of Those Who Were Truly Great. Read while listening to
an audio of each piece that will be played.
Auld Lang Syne Lyrics
English Version
I Think Continually Of Those Who Were Truly Great
by Stephen Spender
Should old acquaintance be forgot,
I think continually of those who were truly great.
and never brought to mind ?
Who, from the womb, remembered the soul's history
Should old acquaintance be forgot,
Through corridors of light where the hours are suns
and old lang syne ?
Endless and singing. Whose lovely ambition
Was that their lips, still touched with fire,
For auld lang syne, my dear,
Should tell of the Spirit clothed from head to foot in song.
for auld lang syne,
And who hoarded from the Spring branches
we'll take a cup of kindness yet,
The desires falling across their bodies like blossoms.
for auld lang syne.
What is precious is never to forget
And surely you‘ll buy your pint cup!
The essential delight of the blood drawn from ageless
and surely I‘ll buy mine !
springs
And we'll take a cup o‘ kindness yet,
Breaking through rocks in worlds before our earth.
for auld lang syne.
Never to deny its pleasure in the morning simple light
Nor its grave evening demand for love.
We two have run about the slopes,
Never to allow gradually the traffic to smother
and picked the daisies fine ;
With noise and fog the flowering of the spirit.
But we‘ve wandered many a weary foot,
since auld lang syne.
Near the snow, near the sun, in the highest fields
See how these names are fêted by the waving grass
We two have paddled in the stream,
And by the streamers of white cloud
from morning sun till dine ;
And whispers of wind in the listening sky.
But seas between us broad have roared
The names of those who in their lives fought for life
since auld lang syne.
Who wore at their hearts the fire's center.
And there‘s a hand my trusty friend!
Born of the sun they traveled a short while towards the
And give us a hand o‘ thine !
sun,
And we‘ll take a right good-will draught,
And left the vivid air signed with their honor.
for auld lang syne.
We are an emerging division where excellence is a habit and allegiance for quality is a pledge.
Source of Audios/Videos:
https://www.youtube.com/watch?v=wPnhaGWBnys
https://www.youtube.com/watch?v=_iT3SqIWM-E&t=33s
Analysis:
TASK 3: COMPREHENSION CHECK
A. Reading Text 1:
1. When ―Auld Lang Syne‖ is usually sung?
2. Who is being referred to in the song?
3. What makes the persona‘s friends unforgettable?
4. What experiences have they gone through?
5. Do Filipinos love to sing this song during a New Year‘s celebration?
B. Reading Text 2:
1. What distinct quality of those who are great does the persona mention in
the first stanza?
2. Based on the 2nd stanza, what should not be forgotten?
3. What is the legacy of those who are great?
Abstraction:
TASK 4: FINDING SIMILARITIES AND DIFFERENCES
A. Copy and study the statements below. Check the statement
that refers to both poems. If the statement refers to the first poem,
write 1. Otherwise, write 2.
_____1. Nature pays tribute to persons of valor.
_____2. The persona recounts old memories of friendship.
_____3. The text is marked with vivid imagery.
_____4. Personification is utilized by the author.
_____5. The text talks about what endures through time.
Application:
TASK 5: DELVE DEEPER
1. Dramatic poetry is marked by the expression of feelings or emotions. Do you
think the two poems you read belong to this genre? Justify your answer.
2. Read the poems again to note the similarities and differences between the
two in terms of the use of figurative language and its content. Copy and use
the Venn diagram to note their answer.
Poem A
Poem B
We are an emerging division where excellence is a habit and allegiance for quality is a pledge.
Assessment:
TASK 6: JAM TIME
With the same groupings you had on the first activity, rap the
poem of your choice between Auld Lang Syne and I Think
Continually of Those Who Were Truly Great.
RAP SONG RUBRIC
Component
Teamwork/
Participation
Performance
Delivery
(Volume, Tone,
Pace, Facial
Expressions, Eye
Contact,
Enthusiasm)
1
Group did not work
well together. There
were obvious
miscommunications
and lapses in the
presentation.
Presenter(s) could
not be heard or
could not get
through the song in
a serious manner,
completely
unprepared.
The poem was
communicated
orally with no degree
of effectiveness.
2
Group
communicated
relatively well with
a few lapses in the
presentation; some
students
dominated the
presentation and
others did not
participate much.
Presenter(s) was
heard, but
occasionally was
not lout enough or
silly, made several
mistakes while
presenting song.
The poem was
communicated
orally with limited
degree of
effectiveness.
3
4
The group worked
well with each
other and
communicated
well/ Some
members
participated slightly
more than others.
The group worked
very well with each
other and the
presentation was
shared equally
among the group
members.
Presenter(s) was
heard clearly, was
occasionally silly,
and made 3-4
mistakes while
presenting.
Presenter(s) was
heard and
maintained a
serious composure,
but made 1-2
mistakes while
presenting.
The poem was
communicated
orally with
considerable
degree of
effectiveness.
The poem was
communicated
orally with a great
degree of
effectiveness.
References: https://www.rcampus.com/rubricshowc.cfm?code=N5X35C&sp=yes&
www.chagrinschools.org/Downloads/rap%20rubric.doc
We are an emerging division where excellence is a habit and allegiance for quality is a pledge.
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 valuing
other people; also how to use processing
information strategies, different forms of
adverbs and conditionals for him/her to
play an active part in a Chamber Theatre
presentation.
I.
SECOND
Valuing Others and Their Circumstances
Finding Other‟s Greatness
Performance Standard:
The learner proficiently plays an active
part in a Chamber Theatre presentation
through employing effective verbal and
non-verbal strategies based on the
following criteria: Focus, Voice, Delivery,
Facial Expressions, Style and Body
Movements and Gestures.
LEARNING COMPETENCY
EN9LC-IIa-11: Shift from one listening strategy to another based on topic,
purpose, and level of difficulty of the argumentative or persuasive
text
EN9VC-IIg-23: Share personal opinion about the ideas presented in the material
viewed
Objectives:
1. Listen attentively to the clips presented to get information and insights on
the concept of greatness
2. Share personal opinion on the idea of greatness based from the material
presented
3. Create infographics featuring Filipinos who exemplify greatness
II.
LEARNING CONTENT
Lesson: Martin Luther King Jr. on Greatness
Materials:
1. Pictures
2. Pen and Paper
3. Laptop, Speaker, 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
We are an emerging division where excellence is a habit and allegiance for quality is a pledge.
III.
LEARNING TASKS
Introduction: How do you define greatness? Let‘s get to know someone who
might change your views on greatness.
Preliminary Activity:
TASK 1: GUESS WHO?
The class will be divided into five groups. Pick one of the pictures below then cite
information about this person and share them to the class without revealing yet
who the person is until your classmates are able to guess correctly.
http://en.wikipilipinas.org/im
ages/thumb/5/52/Delacruz.j
pg/180px-Delacruz.jpg
https://upload.wikimedia.org
/wikipedia/commons/b/b0/J
ose_rizal_01.jpg
http://batangbaler.net/wpcontent/uploads/2009/08/mlq.jpg
https://upload.wikimedia.org/wiki
pedia/commons/thumb/6/6f/Nin
oy_Aquino_3.jpg/200pxNinoy_Aquino_3.jpg
http://www8.gmanews.tv/web
pics/v3/2012/11/BONIFACIO.jpg
Activity:
TASK 2: GREATNESS REVISITED
Learn more about greatness through the life of Martin Luther
King Jr. While listening, watch out for signposts that signal the
main idea of the speaker in any of the links below. Fill out the
table then answer the questions that follow. Do this in your
notebook.
We are an emerging division where excellence is a habit and allegiance for quality is a pledge.
Sources:
http://www.karmatube.org/videos.php?id=2959
http://www.hollywoodreporter.com/live-feed/oprah-winfrey-reflects-martin-luther-616824
SIGNPOSTS AND
SPEAKER
KEYOWORDS
MAIN IDEA
TOPIC
PURPOSE
AUDIENCE
Analysis:
TASK 3: DELVE DEEPER
Questions to Answer:
1. Who was Martin Luther King Jr.?
2. According to him, who has the potential to be great?
3. How does Oprah Winfrey pay tribute to the greatness of Martin Luther King Jr.?
4. How does she persuade her audience to take the path towards greatness?
5. How do the signposts and keywords aid you in determining the main idea of
the speaker?
6. How do these details aid you in comprehending the speech better?
Abstraction:
TASK 4: UNCOVERING GREATNESS
Read this infographic excerpt and pay attention to the
highlighted words.
Questions to Answer:
1. What elements are used in the infographic?
2. Is knowledge easily understood when represented in an
infographic? Why?
3. Take note of the word ―later‖. What does it signify as used
in the sentence?
4. Observe how the phrase, in the White House, is used in the
inforgraphic. How does the phrase signify?
Source: http://yoganonymous.com/infographic-a-lifetime-of-change-martin-lutherking-jr-s-lastin-legacy/
We are an emerging division where excellence is a habit and allegiance for quality is a pledge.
Application:
TASK 5: MY OWN DEFINITION
In this facebook template, write your own definition of greatness in two (2) to
three (3) sentences.
DEFINTION WRITING RUBRIC
CRITERIA
1
Does Not
Meet
2
Partially
Meets
3
Does Not Fully
Meet
4
Meets
Writing is
extremely limited
Writes related,
Writing is
Writing is limited
in
quality
purposeful and
in
communicating
sentences, but
focused. Piece
communicating
knowledge, with
with little or no
contains some
knowledge
no central
details.
details.
theme.
Careless or
Vocabulary/
Purposeful use
inaccurate word
Shows some use
Word Choice
Language is trite,
choice, which
of varied word
of word
vague or flat.
obscures
choice.
choice.
meaning.
Reference: http://www.readwritethink.org/files/resources/lesson_images/lesson401/Rubric.pdf
Content/Ideas
5
Exceeds
Writing is
confident and
clearly focused.
It holds the
reader‘s
attention.
Effective and
engaging use of
word choice.
Assessment
TASK 6: THE SEARCH FOR GREATNESS
Go back to the poem I Think Continually of Those Who Were Truly Great
and MLK‘s definition of greatness. What are traits of those who were truly great
according to the author? Look for a person who exemplifies these qualities.
Create a simple infographic. Your infographic must be accurate, attractive, and
well-written. Read the steps and rubrics below to guide you on how your teacher
will grade your work.
1. Choose a Filipino whom you consider great
and feature him/her in an infographic.
2. Read about his life and contributions and
write 5 interesting facts based from them.
3. Layout with graphics.
Information graphics or infographics are graphic visual
representations of information, data or knowledge
intended to present information quickly and clearly. A
well-designed infographic can help you simplify a
complicated subject or turn an otherwise boring
subject into a captivating experience.
Source: https://www.customermagnetism.com/infographics/what-is-an-infographic/
We are an emerging division where excellence is a habit and allegiance for quality is a pledge.
SAMPLE INFOGRAPHIC
(Actual Student Outputs)
INFOGRAPHIC RUBRIC
Component
Accurate
Attractive
Well-written
4
At least four
accurate facts are
displayed in the
infographic
3
Three accurate
facts are displayed
in the infographic.
The infographic is
exceptionally
attractive in terms
of design, layouts
and neatness.
The infographic is
attractive though it
may be a bit lack in
terms of design,
layout, and
neatness.
There are no
grammatical
mistakes in the
infographic.
There is one
grammatical
mistake in the
infographic.
2
1
Two accurate facts
are displayed in the
infographic.
Less than two
accurate facts are
displayed in the
infographic.
The infographic is
acceptably
attractive though it
may be a bit messy.
The infographic is
distractingly messy
or very poorly
designed. It is not
attractive.
There are two
grammatical
mistakes in the
infographic.
Capitalization and
There is one error in
There are two errors
punctuation are
capitalization or
in capitalization or
correct throughout
punctuation.
punctuation.
the infographic.
Source: http://www.truwebs.cm/csu/ete567/webquest/docs/Infogrphic_Rubric.pdf
Well-written
There are more
than two
grammatical
mistakes in the
infographic.
There are more
than two errors in
capitalization or
punctuation.
We are an emerging division where excellence is a habit and allegiance for quality is a pledge.
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 valuing other
people; also how to use processing
information strategies, different forms of
adverbs and conditionals for him/her to
play an active part in a Chamber Theatre
presentation.
I.
SECOND
Valuing Others and their Circumstances
Finding Other‟s Greatness
Performance Standard:
The learner proficiently plays an active
part in Chamber Theatre presentation
through employing effective verbal and
non-verbal strategies based on the
following criteria: Focus, Voice, Delivery,
and Facial Expressions, Style and Body
Movements or Gestures.
LEARNING COMPETENCY
EN9G-IIa-19: Use adverbs in narration
Objectives:
1. Perform a role play depicting appropriate communicative styles for
various situations
2. Identify the type of adverbs used in the given sentences
3. Use the different types of adverbs in writing a narrative
II.
LEARNING CONTENT
Lesson: Types of Adverbs (Time, Place, Manner, Degree, and Frequency)
Materials:
1. Worksheets
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: What part of speech do you use when giving details about verbs or
adjectives to make a sentence more meaningful and interesting?
We are an emerging division where excellence is a habit and allegiance for quality is a pledge.
Preliminary Activity:
TASK 1: LOOK CLOSELY
Read and compare the two selections
below. Which is more interesting to read?
Why? What word/s made the other more
detailed?
A
The
sounds
B
her,
The sounds slowly awakened her, though
though her sister slept on. She snuck
apparently her sister across the room slept on. It
out and hurried following the noise
was nearly midnight. She snuck out quietly and
and the lights shining. She looked at
hurried across the street following the noise and
the scene that was enfolding before
the lights shining brightly. She looked about
her. She touched the shoulder of a
quickly at the scene that was enfolding before
fireman who was reaching for a fire-
her. She tentatively touched the shoulder of a
extinguisher stowed and raising her
fireman who was reaching for a fire-extinguisher
little
stowed just inside the cab of the truck and
voice
awakened
asked,
"What
happened?"
raising her little voice asked worriedly, "What
"Accident!" He jumped down
from the truck's cab and rushed off.
She repeated, "Accident? In the
middle of the night?"
happened?"
"Accident!" He jumped down from the truck's
cab and rushed off.
She repeated quietly, "Accident? In the
In the midst of the firemen and
middle of the night?"
paramedics she ignored the bustle
In the midst of the firemen and paramedics
around her and looked about to see
she ignored the bustle around her and looked
if anyone noticed the eleven-year-
about to see if anyone noticed the eleven-year-
old girl in a pink bathrobe and
old girl in a pink bathrobe and slippers who had
slippers who had just joined them.
just joined them. She crouched down and
She crouched and peered under
quickly peered under the Chevy Blazer that
the Chevy Blazer that perched half
perched precariously half on and half off the
on and half off the sidewalk. A
sidewalk. A bicycle lay crumpled beneath the
bicycle
undercarriage. She recognized it immediately. It
lay
crumpled.
She
recognized it. It was her sister's!
was her sister's!'
Source: http://bayareawriter.blogspot.com/2011/10/descriptive-writing-adverbs-and.html
Activity:
TASK 2: SORT „EM ALL
Take note of the additional words or phrases that have been
added in Selection B. Categorize them according to what
question they correspond. Use the matrix provided below.
WHERE?
WHEN?
HOW?
TO WHAT
EXTENT?
HOW
FREQUENT?
We are an emerging division where excellence is a habit and allegiance for quality is a pledge.
Analysis:
TASK 3: LECTURE CORNER
Find out what an adverb is, its types, and when each type is used.
ADVERB OF TIME – tells us when something is done. We use it at the
beginning or at the end of a sentence. Adverbs of time include
afterwards, already, always, immediately, last month, now, soon, then,
and yesterday.
 He collapsed and died yesterday
 His factory was burned down a few months ago.
 Last week, we were stuck in the lift for an hour.
ADVERB OF PLACE – tells us where something is done. We use it after a verb,
object or at the end of a sentence. Adverbs of place include words such
as above, below, here, outside, over there, there, under, upstairs.
 We can stop here for lunch.
 They rushed for their lives when the fire broke out in the floor below.
 The participants can play outside.
ADVERB OF DEGREE –tells us the level of extent that something is done.
Words of adverb of degree are almost, much, nearly, quite, really, so too,
very etc.
 Her daughter is quite fat for her age.
 She was too shy to join the quiz bee.
 The accident victim nearly died from his injuries.
ADVERB OF FREQUENCY – tells us how often something is done. Words used
as adverb of frequency include again, always, ever, frequently, hardly ever,
nearly, nearly always, never, occasionally, often, rarely, seldom, sometimes,
twice, weekly etc.
 While overseas, he frequently phoned home
 He take his capsule twice a day.
 She never reads newspapers.
Source: http://www.myenglishgrammar.com/lesson-4-adverbs/1-types-of-adverbs.html
Abstraction:
TASK 4: WRITESHOP
Now, it‘s your turn to write your own paragraph of 8 to 10 sentences
narrating an experience you had. Make sure to use adverbs to make
your writing more meaningful.
WRITING WITH ADVERBS RUBRIC
Component
Adverbs
Grammar &
Mechanics
Neatness &
Organization
Fair (1)
Good (2)
Great (3)
Did not identify adverbs
that tell how, when, and
where
There are 3 or more
spelling and/or
punctuation mistakes.
Handwriting is not neat
and the ideas are not in
the proper order.
Correctly identified some
adverbs that tell, how,
when, and where.
There may be 1-2 spelling
and/or punctuation
mistakes.
Handwriting is somewhat
neat the ideas are in the
proper order.
Correctly identified
adverbs that tell how,
when, and where.
Sentence is written
correctly using proper
spelling and punctuation.
Handwriting is neat and
ideas are in proper order.
Reference: http://www.rcampus.com/rubricshowc.cfm?code=K53683&sp=true
We are an emerging division where excellence is a habit and allegiance for quality is a pledge.
Application:
TASK 5: EXERCISE ON ADVERBS
Encircle the adverb and identify its type.
1. Alice fell into the rabbit hole.
2. I often visit my grandparents.
3. Wet pieces of clay fell everywhere.
4. Sean never likes that old hotel.
5. I jog sometimes.
6. Yesterday, they play the games.
7. The show will begin soon.
8. George will come here?
9. Allison moved away.
10. Dennis always brings his dog.
11. She is amazingly skillful in both spending and saving money.
12. The boys were extremely nice to the new student.
13. The football game was rather fun.
14. Today, mother is inspired.
15. Jim saw the cat on the sidewalk.
Assessment:
TASK 6: TEST YOURSELF
Encircle the adverb and identify its type.
1. There was a storm during the night.
2. We sometimes went to work by car.
3. You are quite right.
4. The newspaper is delivered daily.
5. It rained last night.
6. My work is almost finished.
7. I clean my bedroom every week.
8. The train has already left.
9. I have gone there only once.
10. The boys are playing upstairs.
11. We only write to each other occasionally.
12. I haven‘t read anything lately.
13. She entirely agrees with him.
14. He drove quite dangerously.
15. Two cars were parked outside.
We are an emerging division where excellence is a habit and allegiance for quality is a pledge.
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 valuing
other people; also how to use processing
information strategies, different forms of
adverbs and conditionals for him/her to
play an active part in a Chamber Theatre
presentation.
I.
SECOND
Valuing Others and their Circumstances
Finding Other‟s Greatness
Performance Standard:
The learner proficiently plays an active
part in a Chamber Theatre presentation
through employing effective verbal and
non- verbal strategies based on the
following criteria: Focus, Voice, Delivery,
Facial Expressions, Style and Body
Movements or Gestures.
LEARNING COMPETENCY
EN9G-IIa-19: Use adverbs in narration
EN9WC-IIa-10: Distinguish the features present in poetry and in prose
Objectives:
1. Use adverbs in narration
2. Distinguish the features present in poetry and prose
3. Write a narrative paragraph recounting one‘s experience
II.
LEARNING CONTENT
Lesson: Narrative Paragraph
Materials:
1. Instructions in Manila paper
2. Pen and 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
III.
LEARNING TASKS
Introduction:
How was your school last week? If you are to share your story based from such
experience, how will you write about it?
We are an emerging division where excellence is a habit and allegiance for quality is a pledge.
Preliminary Activity:
TASK 1: READING CORNER
Read this paragraph and answer the questions that follow.
Good Deed
I learned about the joy of helping others when I was in kindergarten. One of my
classmates had forgotten his snack, so he had nothing to eat during recess. Nobody
wanted to share with him because we were all very hungry and it was really his own fault
that he would have to go without. That day my mother had packed my favorite treat: a
chocolate and peanut butter cup. I wanted it all for myself, but my mother had often
told me that I should share, so I broke my chocolate and peanut butter cup in half and
gave my forgetful classmate half. He nearly fell over in surprise. Then he smiled the
biggest smile I had ever seen and I suddenly felt the greatest happiness I had ever felt.
After that, I always looked for chances to help people, because it always made them
and me feel good.
Questions to Answer:
1. What does the writer articulate in the first sentence?
2. How does the writer develop this idea in the sentences that follow?
3. How does the paragraph end? What is signified in the last sentence?
4. What are the parts of the paragraph?
5. How does the character in the paragraph manifest greatness?
6. Compare this paragraph with the two poems in you previously studied. What
makes it different from the two? Use the table to note your answer.
Activity:
TASK 2: SHARING
Work in pair. Share with each other a story about your
memorable experience so far in high school.
Analysis:
TASK 3: DETAIL LOG
Based from your partner‘s story, jot down the details following the
question prompts below.

Who are involved?

Why did it happen?

What happened?
 How did it happen?

When did it happen?
Abstraction:
TASK 4: WRITING YOUR DRAFT
Get to know first what a narrative paragraph is to be guided in writing
your draft based from the story you shared earlier.
What is a narrative paragraph?
 A narrative paragraph tells a story. It shows what happened at a
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particular place and time.
 Narrative paragraphs are often used to describe our routines.
 A narrative or story is any report of connected events, real or imaginary,
presented in a sequence of written or spoken words, and/or still or moving
images.
 Narrative is a message that tells or presents a story.
 Narrative begins in the mind, as each individual conceptualizes their
perception of experience.
Source: http://www.narrati.com/Narrative/What_is_Narrative.htm
Application:
TASK 5: REVISIT THEN REVISE
Have your work be reviewed by your partner by exchanging your
drafts. Give your feedback based from the guide questions given
below.
 Is the paragraph interesting? What makes it so?
 Is the topic sentence clearly stated at the beginning of the paragraph? If there
is no topic sentence, suggest one.
 Do the rest of the sentences support the topic sentence?
 Is there a concluding sentence? If there is none, suggest one.
 Are adverbs used to signify time and place? If there are none, suggest where
they could be appropriately incorporated.
Assessment:
TASK 6: FINAL WRITING PHASE
Based from the review you did with your partner in the previous
activity, you are now ready to write your final output.
NARRATIVE PARAGRAPH RUBRIC
4
Topic
Sentence
Supporting
Detail
Sentence(s)
Concluding
Sentence
Word Choice
Mechanics
and
Grammar
3
2
Attempt was made to
write a topic sentence
but it is not effective at
introducing the topic.
Paragraph(s) have 3-4
supporting detail
sentences that relate
back to the main idea
and have some flow.
1
Topic sentence is well
written, correctly placed,
and introduces the topic.
Topic sentence is
complete and introduces
the topic.
Topic sentence is unclear
and incomplete, and is
not introducing the topic.
Paragraph(s) have 6 or
more supporting
sentences that relate
back to the main idea
and flow smoothly.
Conclusion is clear,
complete, sums up the
paragraph and relates
back to the topic
sentence.
Rich, colorful, precise
language is used, and
the choice of the words
seems accurate, natural
and not forced.
Paragraph(s) have 4-5
supporting detail
sentences that relate
back to the main idea
and are connected.
Conclusion is complete,
relates to the topic, but is
simple.
An attempt was made to
conclude, but is
incomplete or does not
relate to the topic.
No clear conclusion.
Word choice is interesting
and precise but
occasionally the words
are used inaccurately or
seem overdone.
Some interesting and
precise wording is used,
but the writing lacks
variety, punch or flair.
Writer uses a limited
vocabulary which makes
the writing vague and
predictable.
Paragraph has no errors
in punctuation,
capitalization, and
spelling.
Paragraph has one or
two punctuation,
capitalization, and
spelling errors.
Paragraph has three to
five punctuation,
capitalization, and
spelling errors.
Paragraph has six or
more punctuation,
capitalization, and
spelling errors.
Paragraph(s) have 0-2
supporting detail
sentences that relate
back to the main idea.
Source: www2.gscs.sk.ca/old/bjm/ce/ela90/resources/paragraph%20narrative%20rubric.doc
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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 valuing
other people; also how to use processing
information strategies, different forms of
adverbs and conditionals for him/her to
play an active part in a Chamber Theatre
presentation.
I.
SECOND
Valuing Others and Their Circumstances
Observing Other‟s Circumstances
Performance Standard:
The learner proficiently plays an active
part in a Chamber Theatre presentation
through employing effective verbal and
non-verbal strategies based on the
following criteria: Focus, Voice, Delivery,
Facial Expressions, Style and Body
Movements and Gestures.
LEARNING COMPETENCY
EN9V-IIa-27: Give the appropriate communicative styles for various situations
(intimate, casual, conversational, consultative, frozen)
EN9V-IIf-28: Determine the vocabulary or jargons expected of a communicative
style
Objectives:
1. Characterize the different language registers
2. Determine the appropriate expressions expected of a communicative
style
3. Give the appropriate communicative styles for various situations through
role playing
II.
LEARNING CONTENT
Lesson: Intimate, Casual, Conversational, Consultative, Frozen Conversation
Materials:
1. Handout
2. Pen and 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: How well can you adjust your manner of speaking when confronted
with various situations?
Preliminary Activity:
TASK 1: CONNECTING LIVES
Consider this situation: A student received academic
recognition from the school. How do you think a
supportive parent would speak to the child? Would
others, such as a friend or a teacher, speak to the
child in the same manner? Copy and use the table
below to create possible dialogues between the
following: student-parent, student-friend, and studentteacher. Brainstorm on what each one would say to
the student. Work with a partner. (LM, p. 119)
Activity:
TASK 2: ACT IT OUT
In a two-minute role play, present the dialogue you have written
to the class. Decide which among the three situations you will
portray: 1) student and parent, 2) student and teacher, and 3)
student and friend.
ROLE PLAY RUBRIC
Exceptional
4pts.
Admirable
3pts.
Acceptable
2pts.
Attempted
1pt.
Understanding of
Topic
 Indicates a clear
understanding of
topic
 Good
understanding of
topic
 Fair understanding
of topic
 Presentation is off
topic
Cooperation
 All members
contribute by
playing role well
 Some members
contribute by
playing role well
 Few members
contribute by
playing role well
 Group does not
work together in
playing their roles
 Shows confidence
 Informative
 Entertaining;
engages
audience
 Speaks loudly and
clearly
 Appropriate use of
body language
 Shows some
confidence
 Presents some
information
 Engages
audience
 Can be heard
 Some use of body
language
 Unsure of
responsibility
 Somewhat
informative
 Engages audience
intermittently
 Hard to hear
 Some movement
 Portrayal stalls
 Lacks information
 Audience bored
 Mumbles
 Body language is
lacking;
inappropriate
Criteria
Presentation
Source: cte.sfasu.edu/wp-content/uploads/2012/01/Skit.doc
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Analysis:
TASK 3: LOOKING CLOSER
Based from the previous activity, answer the following questions.
1. What is the degree of formality in each conversation? Place a
check mark on the column which corresponds to your answer.
DEGREE OF FORMALITY
LOW
HIGH
Student-Parent
Student-Friend
Student-Teacher
2. How does our relationship with others influence the way we communicate with
them?
Abstraction:
Language register is the level of formality with which you
speak. Different situations and people call for different
registers.
These
are
the
different
language
registers
according to Joo (1967).
 Frozen or Static
At this level, language is literally ―frozen‖ in time and form. It does not
change. This type of language is often learned and repeated by rote.
Examples are biblical verse, prayers, the Pledge of Allegiance, and others.
 Formal
This style is impersonal and often follows a prescriptive format. The speaker
uses complete sentences, avoids slang and may use technical or
academic vocabulary. This is the register used for most academic and
scientific publishing. This is the standard for work, school, and business.
 Consultative
This is the register used when consulting an expert such as a doctor. The
language used is more precise. The speaker is likely to address the expert
by a title such as ―Doctor‖, ―Mr.‖ or ―Mrs.‖.
 Casual
This register is conversational in tone. It is the language used among and
between friends. Words are general, rather than technical. This register
may include more slang and colloquialisms.
 Intimate
The language used by lovers. It is also the language used in sexual
harassment. This is the most intimate form of language. It is best avoided in
public and professional situations.
Source: https://drsaraheaton.wordpress.com/2012/05/22/language-regist er-andwhy-it-matters-or-why-you-cant-write-an-academic-paper-in-gangsta-slang/
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Application:
TASK 4: SCRIPT WRITING
The class will be divided into five groups. Each group will
be assigned with a language register. They are to create
a script about a conversation that depicts the language
register assigned to them.
SCRIPT WRITING RUBRIC
1
2
Criteria
Conventions
The final draft has
more than ten
grammar,
capitalization,
spelling, and
punctuation
errors.
Ideas and scenes
seem to be
randomly
arranged.
Clarity
3
4
There are more
than five
grammar,
capitalization,
spelling, or
punctuation
errors in the final
draft.
There are three
to five grammar,
capitalization,
spelling, or
punctuation
errors in the final
draft.
There are no
grammar,
capitalization,
spelling, or
punctuation
errors in the final
draft.
The plot is a little
hard to follow.
The transitions are
sometimes not
clear.
The plot is pretty
well organized.
One idea or
scene may seem
out of place.
Clear transitions
are used.
The story is very
well organized.
One idea or
scene follows
another in a
logical sequence
with clear
transitions.
One or two lines
Some lines are
The lines are
are evident of
evident of the
evident of the
the
characteristics of
characteristics of
Dialogue
characteristics of
the language
the language
the language
register assigned. register assigned.
register assigned.
Source: https://godarddrama.wikispaces.com/file/view/Script+Writing+Rubric.doc
No line is evident
of the
characteristics of
the language
register assigned.
Assessment:
TASK 5: AND ACTION!
Present the script you have crafted. Be guided with the rubrics
below.
PRESENTING THE SCRIPT RUBRIC
Criteria
Understanding of
Topic
Cooperation
Presentation
Exceptional
4pts.
Admirable
3pts.
Acceptable
2pts.
Attempted
1pt.
 Indicates a
clear
understanding
of topic
 Good
understanding
of topic
 Fair
understanding
of topic
 Presentation is
off topic
 All members
contribute by
playing role
well
 Some members
contribute by
playing role well
 Few members
contribute by
playing role
well
 Group does not
work together
in playing their
roles
 Shows
confidence
 Informative
 Entertaining;
engages
audience
 Speaks loudly
and clearly
 Appropriate
use of body
language
 Shows some
confidence
 Presents some
information
 Engages
audience
 Can be heard
 Some use of
body language
 Unsure of
responsibility
 Somewhat
informative
 Engages
audience
intermittently
 Hard to hear
 Some
movement
 Portrayal stalls
 Lacks
information
 Audience bored
 Mumbles
 Body language
is lacking;
inappropriate
Source: cte.sfasu.edu/wp-content/uploads/2012/01/Skit.doc
We are an emerging division where excellence is a habit and allegiance for quality is a pledge.
CITY SCHOOLS DIVISION OF TAYABAS
Tayabas City
LESSON EXEMPLAR
Grade 9-English
Quarter:
Theme:
Sub-Theme:
SECOND
Valuing Others and Their Circumstances
Observing Others‟ Circumstances
Content Standard:
The learner demonstrates understanding
of hoe Anglo-American literature and
other text types serve as means of valuing
other people; also how to use processing
information strategies, different forms of
adverbs and conditionals for him/her to
play an active part in a Chamber Theatre
presentation.
I.
Performance Standard:
The learner proficiently plays an active
part in a Chamber Theatre presentation
through employing effective verbal and
non-verbal strategies based on the
following criteria: Focus, Voice, Delivery,
Facial Expressions, Style and Body
Movements or Gestures.
LEARNING COMPETENCY
EN9LT-IIb-15: Analyze literature as a means of valuing other people and their
various circumstances in life
Objectives:
1. Read the literary text and analyze the feeling it conveys
2. Explore the text and use it as a means of valuing other people and their
situations in life
3. Recognize
the
importance
of
understanding
other
people‘s
circumstances
II.
LEARNING CONTENT
Lesson: “The Man with the Hoe” by Edwin Markham
Materials:
1. Copy of the Literary Text
2. LCD 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. Interactive English 9 - Anglo-American Literature (pp. 106-108)
4. Online References
III.
LEARNING TASKS
Introduction: Hard physical labor without any reward completely dehumanizes a
person.
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Preliminary Activity
TASK 1: THOUGHT BUBBLE
Below is one of the most quotable quotes from Edwin Markham, the author of
the poem that you are about to read. React to his idea by writing on the
thought bubble which will be handed out by your teacher. Post your work on the
board for sharing with the class.
The message of the
author in this quote is
_________________________
________________________
―To throw
oneself to the
side of the
oppressed is
the only
dignified thing
to do in life.‖
Activity
TASK 2: RIGHT FROM THE CONTEXT
Pick out the context clues that point to the meaning of each of the italicized
words then choose the meaning of each word.
1. Growing up without a family caused her to distort her views on familial
relationships.
i.
balance
b. explain
c. twist
2. In mythology, Hades has dominion over the dead.
i.
control
b. duty
c. right
3. The thunder was a portent of an approaching storm.
i.
announcement
b. indication
c. significance
4. If you are caught driving without a license, a censure from a police officer will
be the least of your worries.
i.
full commitment
b. favorable action
c. official reprimand
5. Helen sought revenge on her perfidious friend who stole her lottery ticket.
i.
doubtful
b. treacherous
c. vindictive
TASK 3: IMAGE CONNECTION
This is the image of L'Homme à la houe
by Jean Francois Millet – the painting
which
inspired
Edwin
Markham
in
writing the poem The Man with the
Hoe. Examine the picture. Then, with
your group, complete the graphic
organizer below.
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Words that I can
connect…
The image reminds me of…
Questions in my mind
Analysis:
TASK 4: READING CORNER
Read The Man with the Hoe by Edwin Markham. Then accomplish
the comprehension tasks that will be given by your teacher.
TASK 5: DIVIDING THE TEXT
Your teacher will assign stanza/s from The Man with the Hoe to your group as well
as the guide questions for comprehension. Accomplish the task and be ready to
share your answer with the class.
Group 1:
Bowed by the weight of centuries he leans
Upon his hoe and gazes on the ground,
The emptiness of ages in his face,
And on his back the burden of the world.
Who made him dead to rapture and despair,
A thing that grieves not and that never hopes,
Stolid and stunned, a brother to the ox?
Who loosened and let down this brutal jaw?
Whose was the hand that slanted back this brow?
Whose breath blew out the light within this brain?
1. Describe the physical characteristics of the man.
2. Describe his life situation.
3. Explain the meaning of the following expressions:
 ―A thing that grieves not and that never hopes‖
 ―a brother to the ox‖
4. Examine the first four questions. To whom are these questions addressed?
Group 2:
Is this the thing the Lord God made and gave
To have dominion over sea and land;
To trace the stars and search the heavens for power;
To feel the passion of Eternity?
Is this the dream He dreamed who shaped the suns
And marked their ways upon the ancient deep?
Down all the stretch of Hell to its last gulf
There is no shape more terrible than this—
More tongued with censure of the world‘s blind greed—
More filled with signs and portents for the soul—
More fraught with menace to the universe.
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What gulfs between him and the seraphim!
Slave of the wheel of labor, what to him
Are Plato and the swing of Pleiades?
What the long reaches of the peaks of song,
The rift of dawn, the reddening of the rose?
Through this dread shape the suffering ages look;
Time‘s tragedy is in that aching stoop;
Through this dread shape humanity betrayed,
Plundered, profaned and disinherited,
Cries protest to the Judges of the World,
A protest that is also prophecy.
In this stanza, the speaker contrasted the
degraded being of the man with the
original intention of the Creator. Plot this
idea in a graphic organizer like the one
below.
Group 3:
O masters, lords and rulers in all lands,
Is this the handiwork you give to God,
This monstrous thing distorted and soul-quenched?
How will you ever straighten up this shape;
Touch it again with immortality;
Give back the upward looking and the light;
Rebuild in it the music and the dream;
Make right the immemorial infamies,
Perfidious wrongs, immedicable woes?
O masters, lords and rulers in all lands,
How will the Future reckon with this Man?
How answer his brute question in that hour
When whirlwinds of rebellion shake the world?
How will it be with kingdoms and with kings—
With those who shaped him to the thing he is—
When this dumb Terror shall reply to God,
After the silence of the centuries?
1. Discuss the author‘s appeal for the poor. Tell whether Markham‘s appeal for
the poor is still the same as the appeal of the labor groups today.
2. Explain the universal message of the poem. Is it still relevant today? Why do
you think so?
3. Reflect on ―The Man with the Hoe.‖ What do you feel for him? What socioeconomic conditions shaped him? Do we still have ―men with the hoes‖
today? Explain your answer.
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Abstraction:
TASK 6: HOW DID YOU DO IT?
Relate the experience of the persona in the poem with that of the modern
man‘s situation. Examine the infographic and read the informational text about
the ―Philippine Job Challenge‖ below and then answer the questions that follow.



The Philippines faces an
enormous
challenge
of
creating more and better jobs
in the country.
With strong macroeconomic
fundamentals, the country is in
a good position to accelerate
reforms that will help create
good jobs.
Meeting the jobs challenge
requires that all sector work
together on a package of
reforms.
 What does the informational material say about the economic situation of the
country?
 How can the generation of more jobs affect the Filipino workers?
 How should the jobs challenge be addressed?
TASK 7: SOCIAL ISSUES HODGEPODGE
What are some of the great challenges that Filipinos
face today?
With your partner, create a collage of the social issues
that our government should address.
Application:
TASK 8: THROUGH YOUR REFLECTION
Write a reflection:
―If I found myself in the same situation as the man with the hoe, how would I
react, and what would I do to improve my situation?
Assessment:
TASK 9: SIX WORDS, ONE STORY
Watch the video and summarize the main idea in six
words. Write your answer in your notebook.
Source: http://worldbank.org/en/news/video/2013/09/
13/creating-more-and-better-jobs-in-the-philippines-viewsfrom-the-man-on-the-street.
We are an emerging division where excellence is a habit and allegiance for quality is a pledge.
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 valuing other
people; also how to use processing
information strategies, different forms of
adverbs and conditionals for him/her to
play an active part in a Chamber Theatre
presentation.
I.
SECOND
Valuing Others and their Circumstances
Observing Other‟s Circumstances
Performance Standard:
The learner proficiently plays an active
part in Chamber Theatre presentation
through employing effective verbal and
non-verbal strategies based on the
following criteria: Focus, Voice, Delivery,
and Facial Expressions, Style and Body
Movements or Gestures.
LEARNING COMPETENCY
EN9G-IIb-19: Use adverbs in narration
Objectives:
1. Identify the adverb and the word it modifies
2. Use adverbs of manner in constructing sentences to narrate
3. Appreciate the importance of adverb of manner in narration
II.
LEARNING CONTENT
Lesson: Adverb of Manner
Materials:
1. Worksheets
2. Illustrations
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: The use of all kinds of adverbs is important in telling a story. In this
particular lesson, you will get to know more of the adverb that when used
appropriately can make your narrative more effective.
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Preliminary Activity:
TASK 1: REVIEW YOUR ADVERBS
From the box, take out the words and post them on the board. Use
each adverb in a sentence and identify its type.
Always
Now
Everywhere
too
Activity:
TASK 2: GUESSING GAME
Act out the following group of words.
1. Greedily ate
2. Spell correctly
3. Tiptoe silently
4. Ask repeatedly
From the given group of words, identify the verb. What
5. Stand awkwardly
did you notice about the remaining words?
Analysis:
1. To which kind of adverbs do the words you identified in the previous activity
belong?
2. How are they usually formed?
 An adverb of manner describes how an action or activity is performed.
 It usually answers the question how.
Source: https://learnenglish.britishcouncil.org/en/english- grammar/adverbials/adverbsmanner
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Abstraction:
TASK 3: MAKE YOUR MATCH
Match the pictures on the right with the adverbs on the left.
Source: http://www.learnenglish.de/games/adverbs/adverbs.html
slowly, proudly, fast, fastly
angrily, naughtily, slowly, proudly
angrily, carefully, slowly, easily
happily, easily, loudly, carefully
angrily, carefully, prettily, happily
carefully, loudly, proudly, easily
Answer the following questions.
i.
How did the ant shout?
ii.
How did the tortoise walk?
iii.
How did the music play?
iv.
How did the bird sing?
v.
How did the elephant balance?
Application:
TASK 4: TRY THIS!
A. Form adverbs of manner out of the given words.
hungry
rapid
elegant
fatal
inadequate
prompt
reluctant
right
stern
victorious
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B. Encircle the adverb of manner and underline the word it modifies.
1. She bought an expensive necklace cheaply.
2. Quickly, we gather our gear.
3. People who shop wisely can save a great deal of money.
4. The guard walked cautiously to the building.
5. She will proudly show her awards.
6. The worker walked carefully on the platform.
7. The man painted the room skilfully.
8. The man generously gave us a drink.
9. He kindly offered me to take his seat.
10. That old man replied rudely to the cashier.
Assessment:
1.
2.
3.
4.
5.
TASK 5: ON YOUR OWN
Read each statement. Use the adjective in parentheses to make
another statement with an adverb.
Example: He is a responsible driver. (careful)
He always drives carefully.
The painters are messy workers. (sloppy)
___________________________________________________________________________
She is a good thinker. ( quick)
___________________________________________________________________________
Teachers are hard workers. (diligent)
___________________________________________________________________________
Andrea Bocelli is a wonderful singer. (beautiful)
___________________________________________________________________________
The President is a good speaker. (effective)
___________________________________________________________________________
We are an emerging division where excellence is a habit and allegiance for quality is a pledge.
CITY SCHOOLS DIVISION OF TAYABAS
Tayabas City
LESSON EXEMPLAR
Grade 9-English
Quarter:
Theme:
Sub-Theme:
Content Standard:
The learner demonstrates understanding
of hoe Anglo-American literature and
other text types serve as means of valuing
other people; also how to use processing
information strategies, different forms of
adverbs and conditionals for him/her to
play an active part in a Chamber Theatre
presentation.
I.
SECOND
Valuing Others and Their Circumstances
Feeling for Others
Performance Standard:
The learner proficiently plays an active
part in a Chamber Theatre presentation
through employing effective verbal and
non-verbal strategies based on the
following criteria: Focus, Voice, Delivery,
Facial Expressions, Style and Body
Movements or Gestures.
LEARNING COMPETENCY
EN9LC-IIe-12: Make a stand based on the text listened to
EN9LT-IIe-2.2.1: Express appreciation for sensory images used
EN9LC-IId-11.2: Anticipate the points that will be made based on the speaker‘s
purpose
Objectives:
1. Listen to the audio recording of the literary text and express a viewpoint
based on it
2. Evaluate and anticipate the points that will be made based on the
speaker‘s purpose
3. Express appreciation for sensory images used
II.
LEARNING CONTENT
Lesson: “The Lottery” by Shirley Jackson
Materials:
1. Audio File of the Literary Text
2. Tarpapel for the Activity
3. Copy of ―Writing a Short Essay‖ Rubric
References:
1. K to 12 Curriculum Guide (May 2016)
2. A Journey through Anglo-American Literature Learner‘s Material for English
3. Online References
We are an emerging division where excellence is a habit and allegiance for quality is a pledge.
III.
LEARNING TASKS
Introduction: We gain a lot of insights from the experiences of other people. At
this point, you will be exposed to opportunities wherein you will try to put yourself
in other people‘s shoes and imagine yourself undergoing their struggles and
predicaments.
Preliminary Activity:
TASK 1: PIECE BY PIECE
Fill in the boxes with the missing letters in Column A to come
up with the word being defined in Column B. Do this in your
notebook.
Column A
1.
b e
2.
c
3.
4.
l
u
e d
-
smiled very happily
g
-
held tightly
-
noisy and active
-
end without being renewed
-
delicately, in a lady-like
o
s t e r
a
e
5.
d
6.
p e
7.
Column B
i
n t
u l
o t
u s
y
n
fashion
l
e r
y
-
with unreasonable irritation
-
a contest in which tickets
are distributed or sold; the
winning ticket or tickets are
selected in a chance
drawing
TASK 2: IT‟S YOUR LUCKY DAY!
You just hit the lottery jackpot and won Php 10,000,000. What are
you going to do with the cash prize? List down 3 dreams that you
wish to fulfill in the given situation. Do this in your activity notebook
and be ready to share your answer with the rest of the class.
We are an emerging division where excellence is a habit and allegiance for quality is a pledge.
Activity:
TASK 3: SCRUTINIZE AND SPECULATE
Study the picture featuring the movie, The Hunger Games: Catching Fire. Based
on the picture, tell briefly what you think the story is all about.
Source: https://s-media-cache-ak0.pinimg.com/originals/8e/ae/c7/8eaec7dc9b062fdb126d33f747484284.jpg
Analysis:
TASK 4: AS YOU IMAGINE
Listen attentively as your teacher plays the audio recording
of ―The Lottery‖ by Shirley Jackson. As you listen, close your
eyes and visualize the story.
 With your group, draw what you have visualized on a short bond paper.
Indicate the paragraph number/s of the lines from the text you are sketching.
Follow the format provided below.
Visualization Sketches
The lines/lines from the text drawn is on paragraph _______________.
TASK 5: Think Deeper
The class will be divided into five groups. Answer the question/s
that will be assigned to your group, and share it with the rest of the
class.
 Group 1: Why doesn‘t Jackson tell us outright about the villagers‘ horrific
ritual? What effect does it have on the reader that this is only revealed at
the story‘s end? Why do you think Jackson chose to structure the story this
way?
We are an emerging division where excellence is a habit and allegiance for quality is a pledge.
 Group 2: Where is ―The Lottery‖ set? Why do you think the village where
the story takes place remains unnamed? What are some other
characteristics of this village? What would be different about this story if it
were set in a more specific place and time?
 Group 3: Discuss the use of irony in ―The Lottery‖. How does Jackson use
irony for dramatic effect, and how does it contribute to the story‘s deeper
meaning?
 Group 4: Analyze the character of Tess, who nearly misses the drawing,
then complains it‘s unfair because her husband didn‘t have enough time
to pick. What do her words and actions say about the village and the
nature of the ritual?
 Group 5: What do you think Jackson wanted the readers to take away
from ―The Lottery‖ after finishing it? Is there a deeper purpose to this story?
What do you think Jackson wanted to say about mankind, society or
anything else?
Abstraction:
TASK 6: PONDER WONDER
Answer the following questions with a partner.
1. What does the lottery mean to the townspeople in the
story? Do they all have the same reaction? Do they
question their obedience? Why or Why not?
2. What does the story reveal about the place of men and women in this
small town? Give specific examples from the story.
3. What does the story‘s title reveal about our everyday lives?
4. What does the story reveal about human nature?
5. What makes the ending of the story so shocking?
6. Is the lottery a collective act of murder? Is it morally justified?
TASK 7: SOUND CHECK!
A character from The Lottery will be assigned to you and your partner whom you
will portray.
 Interview each other using the following guide questions:

Why is the lottery important?

Why does it continue?

What if you were the one drawn? Why is it fair or unfair?
Reference:
https://95b2.https.cdn.softlayer.net/0095B2/studysync/library/443/lesson_plan.pdf
We are an emerging division where excellence is a habit and allegiance for quality is a pledge.
Application:
TASK 8: PICKING OUT ILLUSIONS
Simple Recall
Sensory Images are images created in your head from a very detailed
description of something, often using more than one of the five senses (sight,
smell, taste, touch and hearing).
Sight: The muddy socks were piled on top of the rug.
Smell: The perfumed smelled like flowers and vanilla.
Taste: The pizza tasted like cardboard.
Touch: The mud felt silky and cold between my toes.
Hearing: The buzzing sound filled the air.
 With your group, identify the sensory images in the story ―The Lottery‖.
Explain how these images help make the story realistic.
Sight
Smell
Taste
Touch
Hearing
Assessment:
TASK 9: LET‟S TAKE IT TO WRITING
―The Lottery‖ shows how people follow a particular tradition, although some
thinks of it as unfair or inhumane.
As your final task, write an essay about the following:
Choose one.
 Give an example of a tradition your parents or grandparents observe that
you don‘t. Why don‘t you follow this tradition? Why do you think some
traditions disappear from generation to generation? Discuss these points
comparing your real-world experiences to those of the villagers in ―The
Lottery‖.
 Predict what will become of this lottery fifty years from now. Discuss
whether the townspeople still practice this tradition, and why (or why not).
Explain why the tradition would continue or vanish using both evidence
from the text and real-world examples.
We are an emerging division where excellence is a habit and allegiance for quality is a pledge.
ESSAY WRITING RUBRIC
Trait
Focus &
Details
Organization
Voice
Word Choice
Sentence
Structure,
Grammar,
Mechanics, &
Spelling
4
There is one clear,
well-focused
topic. Main ideas
are clear and are
well supported by
detailed and
accurate
information.
The introduction is
inviting, states the
main topic, and
provides an
overview of the
paper. Information
is relevant and
presented in a
logical order. The
conclusion is
strong.
The author‘s
purpose of writing
is very clear, and
there is strong
evidence of
attention to
audience. The
author‘s extensive
knowledge and/or
experience with
the topic is/are
evident.
The author uses
vivid words and
phrases. The
choice and
placement of
words seems
accurate, natural,
and not forced.
All sentences are
well constructed
and have varied
structure and
length. The author
makes no errors in
grammar,
mechanics,
and/or spelling.
3
2
1
There is one clear,
well-focused topic.
Main ideas are
clear but are not
well supported by
detailed
information.
There is one topic.
Main ideas are
somewhat clear.
The topic and
main ideas are not
clear.
The introduction
states the main
topic and provides
an overview of the
paper. A
conclusion is
included.
The introduction
states the main
topic. A
conclusion is
included.
There is no clear
introduction,
structure, or
conclusion.
The author‘s
purpose of writing
is somewhat clear,
and there is
evidence of
attention to
audience. The
author‘s
knowledge and/or
experience with
the topic is/are
limited.
The author‘s
purpose of writing
is unclear.
The author uses
words that
communicate
clearly, but the
writing lacks
variety.
The writer uses a
limited
vocabulary.
Jargon or clichés
may be present
and detract from
the meaning.
Most sentences
are well
constructed, but
they have a similar
structure and/or
length. The author
makes several
errors in grammar,
mechanics,
and/or spelling
that interfere with
understanding.
Sentences sound
awkward, are
distractingly
repetitive, or are
difficult to
understand. The
author makes
numerous errors in
grammar,
mechanics,
and/or spelling
that interfere with
understanding.
The author‘s
purpose of writing
is somewhat clear,
and there is some
evidence of
attention to
audience. The
author‘s
knowledge and/or
experience with
the topic is/are
evident..
The author uses
vivid words and
phrases. The
choice and
placement of
words is
inaccurate at
times and/or
seems overdone.
Most sentences
are well
constructed and
have varied
structure and
length. The author
makes a few errors
in grammar,
mechanics,
and/or spelling,
but they do not
interfere with
understanding.
Source: http://wid.ndia.org/about/Documents/WID_EssayRubric.pdf
We are an emerging division where excellence is a habit and allegiance for quality is a pledge.
THE LOTTERY
by Shirley Jackson
(1) The morning of June 27th was clear and sunny, with the fresh warmth of a full-summer
day; the flowers were blossoming profusely and the grass was richly green.
The people of the village began to gather in the square, between the post office and the
bank, around ten o‘clock; in some towns there were so many people that the lottery took two
days and had to be started on June 20th, but in this village, where there were only about three
hundred people, the whole lottery took less than two hours, so it could begin at ten o‘clock in
the morning and still be through in time to allow the villagers to get home for noon dinner.
(2) The children assembled first, of course. School was recently over for the summer, and the
feeling of liberty sat uneasily on most of them; they tended to gather together quietly for a while
before they broke into boisterous play, and their talk was still of the classroom and the teacher,
of books and reprimands. Bobby Martin had already stuffed his pockets full of stones, and the
other boys soon followed his example, selecting the smoothest and roundest stones; Bobby and
Harry Jones and Dickie Delacroix—the villagers pronounced this name ―Dellacroy‖—eventually
made a great pile of stones in one corner of the square and guarded it against the raids of the
other boys. The girls stood aside, talking among themselves, looking over their shoulders at the
boys, and the very small children rolled in the dust or clung to the hands of their older brothers or
sisters.
(3) Soon the men began to gather, surveying their own children, speaking of planting and
rain, tractors and taxes. They stood together, away from the pile of stones in the corner, and
their jokes were quiet and they smiled rather than laughed. The women, wearing faded house
dresses and sweaters, came shortly after their menfolk. They greeted one another and
exchanged bits of gossip as they went to join their husbands. Soon the women, standing by their
husbands, began to call to their children, and the children came reluctantly, having to be
called four or five times. Bobby Martin ducked under his mother‘s grasping hand and ran,
laughing, back to the pile of stones. His father spoke up sharply, and Bobby came quickly and
took his place between his father and his oldest brother.
(4) The lottery was conducted—as were the square dances, the teen club, the Halloween
program—by Mr. Summers, who had time and energy to devote to civic activities. He was a
round-faced, jovial man and he ran the coal business, and people were sorry for him because
he had no children and his wife was a scold. When he arrived in the square, carrying the black
wooden box, there was a murmur of conversation among the villagers, and he waved and
called. ―Little late today, folks. ‖ The postmaster, Mr. Graves, followed him, carrying a threelegged stool, and the stool was put in the center of the square and Mr. Summers set the black
box down on it. The villagers kept their distance, leaving a space between themselves and the
stool, and when Mr. Summers said, ―Some of you fellows want to give me a hand?‖ there was a
hesitation before two men. Mr. Martin and his oldest son, Baxter, came forward to hold the box
steady on the stool while Mr. Summers stirred up the papers inside it.
(5) The original paraphernalia for the lottery had been lost long ago, and the black box now
resting on the stool had been put into use even before Old Man Warner, the oldest man in town,
was born. Mr. Summers spoke frequently to the villagers about making a new box, but no one
liked to upset even as much tradition as was represented by the black box. There was a story
that the present box had been made with some pieces of the box that had preceded it, the
one that had been constructed when the first people settled down to make a village here.
Every year, after the lottery, Mr. Summers began talking again about a new box, but every year
the subject was allowed to fade off without anything being done. The black box grew shabbier
each year: by now it was no longer completely black but splintered badly along one side to
show the original wood color, and in some places faded or stained.
(6) Mr. Martin and his oldest son, Baxter, held the black box securely on the stool until Mr.
Summers had stirred the papers thoroughly with his hand. Because so much of the ritual had
been forgotten or discarded, Mr. Summers had been successful in having slips of paper
substituted for the chips of wood that had been used for generations. Chips of wood, Mr.
Summers had argued, had been all very well when the village was tiny, but now that the
population was more than three hundred and likely to keep on growing, it was necessary to use
something that would fit more easily into the black box. The night before the lottery, Mr. Summers
and Mr. Graves made up the slips of paper and put them in the box, and it was then taken to
the safe of Mr. Summers‘ coal company and locked up until Mr. Summers was ready to take it to
the square next morning. The rest of the year, the box was put way, sometimes one place,
sometimes another; it had spent one year in Mr. Graves‘s barn and another year underfoot in
the post office; and sometimes it was set on a shelf in the Martin grocery and left there. There
was a great deal of fussing to be done before Mr. Summers declared the lottery open. There
were the lists to make up–of heads of families, heads of households in each family, members of
each household in each family. There was the proper swearing-in of Mr. Summers by the
postmaster, as the official of the lottery; at one time, some people remembered, there had
been a recital of some sort, performed by the official of the lottery, a perfunctory, tuneless chant
that had been rattled off duly each year; some people believed that the official of the lottery
We are an emerging division where excellence is a habit and allegiance for quality is a pledge.
used to stand just so when he said or sang it, others believed that he was supposed to walk
among the people, but years and years ago this part of the ritual had been allowed to lapse.
There had been, also, a ritual salute, which the official of the lottery had had to use in addressing
each person who came up to draw from the box, but this also had changed with time, until now
it was felt necessary only for the official to speak to each person approaching. Mr. Summers was
very good at all this; in his clean white shirt and blue jeans, with one hand resting carelessly on
the black box, he seemed very proper and important as he talked interminably to Mr. Graves
and the Martins.
(7) Just as Mr. Summers finally left off talking and turned to the assembled villagers, Mrs.
Hutchinson came hurriedly along the path to the square, her sweater thrown over her shoulders,
and slid into place in the back of the crowd. ―Clean forgot what day it was,‖ she said to Mrs.
Delacroix, who stood next to her, and they both laughed softly. ―Thought my old man was out
back stacking wood,‖ Mrs. Hutchinson went on, ―and then I looked out the window and the kids
was gone, and then I remembered it was the twenty-seventh and came a-running. ‖ She dried
her hands on her apron, and Mrs. Delacroix said, ―You‘re in time, though. They‘re still talking
away up there.‖
(8) Mrs. Hutchinson craned her neck to see through the crowd and found her husband and
children standing near the front. She tapped Mrs. Delacroix on the arm as a farewell and began
to make her way through the crowd. The people separated good humoredly to let her through:
two or three people said, in voices just loud enough to be heard across the crowd, ―Here comes
your, Missus, Hutchinson,‖ and ―Bill, she made it after all. ‖ Mrs. Hutchinson reached her husband,
and Mr. Summers, who had been waiting, said cheerfully. ―Thought we were going to have to
get on without you, Tessie.‖
Mrs. Hutchinson said, grinning, ―Wouldn‘t have me leave m‘dishes in the sink, now, would
you, Joe?‖ and soft laughter ran through the crowd as the people stirred back into position after
Mrs. Hutchinson‘s arrival.
(9) ―Well, now. ‖ Mr. Summers said soberly, ―guess we better get started, get this over with,
so‘s we can go back to work. Anybody ain‘t here?‖ (10) ―Dunbar, ‖ several people said.
―Dunbar. Dunbar.‖
(11) Mr. Summers consulted his list. ―Clyde Dunbar, ‖ he said. ―That‘s right. He‘s broke his leg,
hasn‘t he? Who‘s drawing for him?‖
(12) ―Me. I guess,‖ a woman said, and Mr. Summers turned to look at her. ―Wife draws for her
husband,‖ Mr. Summers said. ―Don‘t you have a grown boy to do it for you, Janey?‖ Although
Mr. Summers and everyone else in the village knew the answer perfectly well, it was the business
of the official of the lottery to ask such questions formally. Mr. Summers waited with an expression
of polite interest while Mrs. Dunbar answered.
(13) ―Horace‘s not but sixteen yet,‖ Mrs. Dunbar said regretfully. ―Guess I gotta fill in for the
old man this year.‖
(14) ―Right. ‖ Mr. Summers said. He made a note on the list he was holding. Then he asked,
―Watson boy drawing this year?‖
(15) A tall boy in the crowd raised his hand. ―Here,‖ he said. ―I‘m drawing for my mother and
me. ‖ He blinked his eyes nervously and ducked his head as several voices in the crowd said
things like ―Good fellow, lack. ‖ and ―Glad to see your mother‘s got a man to do it. ―
(16) ―Well,‖ Mr. Summers said, ―guess that‘s everyone. Old Man Warner make it?‖
(17) ―Here,‖ a voice said, and Mr. Summers nodded.
(18) A sudden hush fell on the crowd as Mr. Summers cleared his throat and looked at the list.
―All ready?‖ he called. ―Now, I‘ll read the names–heads of families first–and the men come up
and take a paper out of the box. Keep the paper folded in your hand without looking at it until
everyone has had a turn. Everything clear?‖
(19) The people had done it so many times that they only half listened to the directions: most
of them were quiet, wetting their lips, not looking around. Then Mr. Summers raised one hand
high and said, ―Adams. ‖ A man disengaged himself from the crowd and came forward. ―Hi.
Steve. ‖ Mr. Summers said, and Mr. Adams said. ―Hi, Joe.‖
(20) They grinned at one another humorlessly and nervously. Then Mr. Adams reached into
the black box and took out a folded paper. He held it firmly by one corner as he turned and
went hastily back to his place in the crowd, where he stood a little apart from his family, not
looking down at his hand.
(21) ―Allen,‖ Mr. Summers said. ―Anderson… Bentham. ―
(22) ―Seems like there‘s no time at all between lotteries any more. ‖ Mrs. Delacroix said to
Mrs. Graves in the back row.
(23) ―Seems like we got through with the last one only last week. ―
(24) ―Time sure goes fast‖ Mrs. Graves said.
(25) ―Clark… Delacroix. ―
(26) ―There goes my old man. ‖ Mrs. Delacroix said. She held her breath while her husband
went forward.
(27) ―Dunbar,‖ Mr. Summers said, and Mrs. Dunbar went steadily to the box while one of the
women said. ―Go on, Janey,‖ and another said, ―There she goes. ―
We are an emerging division where excellence is a habit and allegiance for quality is a pledge.
(28) ―We‘re next,‖ Mrs. Graves said. She watched while Mr. Graves came around from the
side of the box, greeted Mr. Summers gravely and selected a slip of paper from the box. By now,
all through the crowd there were men holding the small folded papers in their large hand,
turning them over and over nervously. Mrs. Dunbar and her two sons stood together, Mrs. Dunbar
holding the slip of paper.
(29) ―Harburt… Hutchinson. ―
(30) ―Get up there, Bill,‖ Mrs. Hutchinson said, and the people near her laughed.
(31) ―Jones. ―
(32) ―They do say,‖ Mr. Adams said to Old Man Warner, who stood next to him, ―that over in
the north village they‘re talking of giving up the lottery. ―
(33) Old Man Warner snorted. ―Pack of crazy fools,‖ he said. ―Listening to the young folks,
nothing‘s good enough for them. Next thing you know, they‘ll be wanting to go back to living in
caves, nobody work any more, live hat way for a while. Used to be a saying about Lottery in
June, corn be heavy soon. ‗ First thing you know, we‘d all be eating stewed chickweed and
acorns. There‘s always been a lottery,‖ he added petulantly. ―Bad enough to see young Joe
Summers up there joking with everybody.‖
(34) ―Some places have already quit lotteries,‖ Mrs. Adams said.
(35) ―Nothing but trouble in that,‖ Old Man Warner said stoutly. ―Pack of young fools.‖
(36) ―Martin. ‖ And Bobby Martin watched his father go forward. ―Overdyke… Percy.‖
(37) ―I wish they‘d hurry,‖ Mrs. Dunbar said to her older son. ―I wish they‘d hurry.‖
(38) ―They‘re almost through,‖ her son said.
(39) ―You get ready to run tell Dad,‖ Mrs. Dunbar said.
(40) Mr. Summers called his own name and then stepped forward precisely and selected a
slip from the box. Then he called, ―Warner. ―
(41) ―Seventy-seventh year I been in the lottery,‖ Old Man Warner said as he went through
the crowd. ―Seventy-seventh time.‖
(42) ―Watson. ‖ The tall boy came awkwardly through the crowd. Someone said, ―Don‘t be
nervous, Jack,‖ and Mr. Summers said, ―Take your time, son.‖
(43) ―Zanini. ―
(44) After that, there was a long pause, a breathless pause, until Mr. Summers, holding his slip
of paper in the air, said, ―All right, fellows. ‖ For a minute, no one moved, and then all the slips of
paper were opened. Suddenly, all the women began to speak at once, saving. ―Who is it?,‖
―Who‘s got it?,‖ ―Is it the Dunbars?,‖ ―Is it the Watsons?‖ Then the voices began to say, ―It‘s
Hutchinson. It‘s Bill,‖ ―Bill Hutchinson‘s got it.‖
(45) ―Go tell your father,‖ Mrs. Dunbar said to her older son.
(46) People began to look around to see the Hutchinsons. Bill Hutchinson was standing quiet,
staring down at the paper in his hand. Suddenly, Tessie Hutchinson shouted to Mr. Summers. ―You
didn‘t give him time enough to take any paper he wanted. I saw you. It wasn‘t fair!‖
(47) ―Be a good sport, Tessie,‖ Mrs. Delacroix called, and Mrs. Graves said, ―All of us took the
same chance. ―
(48) ―Shut up, Tessie,‖ Bill Hutchinson said.
(49) ―Well, everyone,‖ Mr. Summers said, ―that was done pretty fast, and now we‘ve got to
be hurrying a little more to get done in time. ‖ He consulted his next list. ―Bill,‖ he said, ―you draw
for the Hutchinson family. You got any other households in the Hutchinsons?‖ ―There‘s Don and
Eva,‖ Mrs. Hutchinson yelled. ―Make them take their chance!‖ ―Daughters draw with their
husbands‘ families, Tessie,‖ Mr. Summers said gently. ―You know that as well as anyone else. ―
(50) ―It wasn‘t fair,‖ Tessie said.
(51) ―I guess not, Joe,‖ Bill Hutchinson said regretfully. ―My daughter draws with her
husband‘s family; that‘s only fair. And I‘ve got no other family except the kids. ―
(52) ―Then, as far as drawing for families is concerned, it‘s you,‖ Mr. Summers said in
explanation, ―and as far as drawing for households is concerned, that‘s you, too. Right?‖
(53) ―Right,‖ Bill Hutchinson said.
(54) ―How many kids, Bill?‖ Mr. Summers asked formally.
(55) ―Three,‖ Bill Hutchinson said.
(56) ―There‘s Bill, Jr., and Nancy, and little Dave. And Tessie and me.‖
(57) ―All right, then,‖ Mr. Summers said. ―Harry, you got their tickets back?‖
(58) Mr. Graves nodded and held up the slips of paper. ―Put them in the box, then,‖ Mr.
Summers directed. ―Take Bill‘s and put it in. ―
(59) ―I think we ought to start over,‖ Mrs. Hutchinson said, as quietly as she could. ―I tell you it
wasn‘t fair. You didn‘t give him time enough to choose. Everybody saw that.‖
(60) Mr. Graves had selected the five slips and put them in the box, and he dropped all the
papers but those onto the ground, where the breeze caught them and lifted them off.
(61) ―Listen, everybody,‖ Mrs. Hutchinson was saying to the people around her.
(62) ―Ready, Bill?‖ Mr. Summers asked, and Bill Hutchinson, with one quick glance around at
his wife and children, nodded.
(63) ―Remember,‖ Mr. Summers said, ―take the slips and keep them folded until each person
has taken one. Harry, you help little Dave. ‖ Mr. Graves took the hand of the little boy, who
came willingly with him up to the box. ―Take a paper out of the box,
We are an emerging division where excellence is a habit and allegiance for quality is a pledge.
Davy,‖ Mr. Summers said. Davy put his hand into the box and laughed. ―Take just one paper.
‖ Mr. Summers said. ―Harry, you hold it for him. ‖ Mr. Graves took the child‘s hand and removed
the folded paper from the tight fist and held it while little Dave stood next to him and looked up
at him wonderingly.
(64) ―Nancy next,‖ Mr. Summers said. Nancy was twelve, and her school friends breathed
heavily as she went forward switching her skirt, and took a slip daintily from the box ―Bill, Jr. ,‖ Mr.
Summers said, and Billy, his face red and his feet overlarge, near knocked the box over as he got
a paper out. ―Tessie,‖ Mr. Summers said. She hesitated for a minute, looking around defiantly,
and then set her lips and went up to the box. She snatched a paper out and held it behind her.
(65) ―Bill,‖ Mr. Summers said, and Bill Hutchinson reached into the box and felt around,
bringing his hand out at last with the slip of paper in it.
(66) The crowd was quiet. A girl whispered, ―I hope it‘s not Nancy,‖ and the sound of the
whisper reached the edges of the crowd.
(67) ―It‘s not the way it used to be,‖ Old Man Warner said clearly. ―People ain‘t the way they
used to be.‖
(68) ―All right,‖ Mr. Summers said. ―Open the papers. Harry, you open little Dave‘s.‖
(69) Mr. Graves opened the slip of paper and there was a general sigh through the crowd as
he held it up and everyone could see that it was blank. Nancy and Bill, Jr., opened theirs at the
same time, and both beamed and laughed, turning around to the crowd and holding their slips
of paper above their heads.
(70) ―Tessie,‖ Mr. Summers said. There was a pause, and then Mr. Summers looked at Bill
Hutchinson, and Bill unfolded his paper and showed it. It was blank.
(71) ―It‘s Tessie,‖ Mr. Summers said, and his voice was hushed. ―Show us her paper, Bill. ―
(72) Bill Hutchinson went over to his wife and forced the slip of paper out of her hand. It had
a black spot on it, the black spot Mr. Summers had made the night before with the heavy pencil
in the coal company office. Bill Hutchinson held it up, and there was a stir in the crowd.
(73) ―All right, folks,‖ Mr. Summers said. ―Let‘s finish quickly. ―
(74) Although the villagers had forgotten the ritual and lost the original black box, they still
remembered to use stones. The pile of stones the boys had made earlier was ready; there were
stones on the ground with the blowing scraps of paper that had come out of the box Delacroix
selected a stone so large she had to pick it up with both hands and turned to Mrs. Dunbar.
―Come on,‖ she said. ―Hurry up. ―
(75) Mrs. Dunbar had small stones in both hands, and she said, gasping for breath. ―I can‘t
run at all. You‘ll have to go ahead and I‘ll catch up with you.‖
(76) The children had stones already. And someone gave little Davy Hutchinson a few
pebbles.
(77) Tessie Hutchinson was in the center of a cleared space by now, and she held her hands
out desperately as the villagers moved in on her. ―It isn‘t fair,‖ she said. A stone hit her on the side
of the head. Old Man Warner was saying, ―Come on, come on, everyone. ‖ Steve Adams was in
the front of the crowd of villagers, with Mrs. Graves beside him.
(78) ―It isn‘t fair, it isn‘t right,‖ Mrs. Hutchinson screamed, and then they were upon her.
We are an emerging division where excellence is a habit and allegiance for quality is a pledge.
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 valuing
other people; also how to use processing
information strategies, different forms of
adverbs and conditionals for him/her to
play an active part in a Chamber Theatre
presentation.
I.
SECOND
Valuing Others and their Circumstances
Feeling For Others
Performance Standard:
The learner proficiently plays an active
part in a Chamber Theatre presentation
through employing effective verbal and
non- verbal strategies based on the
following criteria: Focus, Voice, Delivery,
Facial Expressions, Style and Body
Movements or Gestures.
LEARNING COMPETENCY
EN9WC-IIc-10: Distinguish the features present in poetry and in prose
Objectives:
1. Distinguish the features present in prose
2. Identify the elements of a short story
3. Collaborate with the group to report on the elements of a certain short
story
II.
LEARNING CONTENT
Lesson: Elements of Prose
Materials:
1. Crossword Puzzle
2. Manila paper and Marker
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: What is prose? What are the features of a prose?
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Preliminary Activity:
TASK 1: BRAIN EXERCISE
Solve the following crossword puzzle.
Across:
1. the main subject or issue in a story
3. a particular attitude or way of
considering a matter.
5. the persons involved in a story
Down:
2. the place and conditions in which
something happens
4. the struggle
6. term used to describe the events
that make up a story
Activity:
TASK 2: REVISITING THE TEXT
Read again the story ―The Lottery‖.
Analysis:
TASK 3: PAIR ANALYSIS
With a partner, answer the following questions regarding the text
that you have read.
1. When and where the story happened?
2. Give the sequence of incidents of the story.
3. What type of conflict did the story have (person vs. person, person vs.
nature, person vs. self)?
4. Who are the main characters?
5. Who is telling the story?
6. What is the central and unifying concept of the story The Lottery?
Abstraction:
Let us discuss further the terms you acquired from the
crossword puzzle to which your answers to the previous
activity each fall under.
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ELEMENTS OF PROSE
1. Plot and Structure - The sequence of incidents or events through which an
author constructs a story. The plot is not merely the action itself, but the way
the author arranges the action toward a specific end (structure). The main
problem or struggle in a story is called the conflict.
2. Characterization - Analyzing characterization is more difficult than describing
plot; human nature is infinitely complex, variable and ambiguous. It is much
easier to describe what a person has done instead of who a person is. •In
commercial fiction, characters are often two-dimensional, and act as
vehicles to carry out the plot. The protagonist must be easily identified with
and fundamentally decent, if he has vices they are of the more ‗innocent‘
type, the kind the reader would not mind having. Characters are presented
in two different ways- directly and indirectly. The reader is told straight out
what the character is like in direct presentation. The author shows the
character through their actions; the reader determines what the character is
like by what they say or do in indirect presentation. In dramatization,
characters are shown speaking and behaving, as in a play.
3. Theme - The theme of a piece of fiction is its controlling idea or its central
insight. It is the unifying generalization about life stated or implied by the story.
While theme is central to a story, it is not the whole purpose. The function of a
literary writer is not to state a theme by to show and describe it. Theme does
not equal ―moral‖, ―lesson‖, or ―message‖.
4. Setting - The setting of a story is its overall context- where, when and in what
circumstances the action occurs.
5. Point of View - Point of view is simply who is telling the story. To determine POV
ask, ―who is telling the story‖, and ―how much do they know?‖
Source: http://literaturenotesforyou.weebly.com/elements-of-prose.html
Application:
TASK 4: ORGANIZING IDEAS
This time, work in groups of five. Create a graphic
organizer containing the elements of the story ―The
Lottery‖. Place your graphic organizer in manila paper
and be ready to report your output to the class.
GRAPHIC ORGANIZER RUBRIC
Using the following criteria, choose the appropriate number from the following
scale that reflects your assessment of the student‘s work.
1 = Weak
4 = Moderately Strong
2 = Moderately Weak
5 = Strong
3 = Average
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Criteria
Rating
1. The graphic organizer has an appropriate title and labels.
2. The graphic organizer‘s lines, boxes, and text are neat and legible.
3. The information in the graphic organizer is accurate.
4. The spelling, grammar, and punctuation of the text on the graphic
organizer are accurate.
5. The graphic organizer presents the information in a manner that is
easy to follow.
6. The relationships presented in the graphic organizer are correct and
clear.
7. The form in which the graphic organizer portrays the information is
appropriate to the relationships being represented.
8. The graphic organizer demonstrates an understanding of the topic, its
relationships & related concepts.
9. The graphic organizer fulfills all the requirements of the assignment.
10. Overall, the graphic organizer represents the students‘ creativity in
presenting ideas.
TOTAL
Source: https://www.nps.gov/apco/learn/education/upload/Grading%20Rubrics.pdf
Assessment:
TASK 5: ON YOUR OWN
Encircle the letter of your answer.
1. The time and location in which a story takes place
A. Plot
B. Setting
C. Conflict
D. Characterization
2. What is the genre name that uses characters, settings, and plots, that aren't
real but could resemble the truth?
A. Non-Fiction
B. Fantasy
C. Fiction
D. Historical Fiction
3. The underlying meaning or main idea of a story is called the ______________.
A. Theme
B. Mood
C. Plot
D. Setting
4. The angle from which the story is told
A. Camera view B. Character view
C. Point of view D. None of the above
5. The central, main character of a story is called the ____________.
A. Antagonist
B. Protagonist
C. Antagonizer
D. Instigator
6. The opposition of forces, essential to the plot is called__________?
A. Setting
B. Conflict
C. Character
D. Climax
7. The most exciting part of the story is called the _________.
A. Setting
B. Exposition
C. Climax
D. Rising action
8. What is a person or animal which takes part in the action of a story called?
A. Setting
B. Plot
C. Character
D. Narrator
9. What is the sequence of events involving characters and a central conflict
called?
A. Setting
B. Plot
C. Character
D. Conflict
10. The character who opposes the main character is called the __________.
A. Protagonist
B. Antagonist
C. Lead
D. Narrator
We are an emerging division where excellence is a habit and allegiance for quality is a pledge.
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 valuing
other people; also how to use processing
information strategies, different forms of
adverbs and conditionals for him/her to
play an active part in a Chamber Theatre
presentation.
I.
SECOND
Valuing Others and Their Circumstances
Feeling for Others
Performance Standard:
The learner proficiently plays an active
part in a Chamber Theatre presentation
through employing effective verbal and
non- verbal strategies based on the
following criteria: Focus, Voice, Delivery,
Facial Expressions, Style and Body
Movements or Gestures.
LEARNING COMPETENCY
EN9F-IIc-3.11.1: Use the correct production of English sounds: vowels sounds,
consonant sounds, diphthongs, etc.
EN9WC-IIc-10: Distinguish the features present in poetry and in prose
Objectives:
1. Identify the same vowel sounds, consonant sounds, and diphthongs in a
poem/song
2. Determine the rhyme scheme of given lines in poetry
3. Compose a limerick with specific rhyme scheme
II.
LEARNING CONTENT
Lesson: Rhyme Scheme
Materials:
1. Worksheets
2. Markers
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
4. Online References
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III.
LEARNING TASKS
Introduction: Most of us love to listen to music. Some do so because the rhyme
and rhythm some can bring the same connected feelings. Let us see how we
are caught by these rhyme and rhythm in songs and even in poems.
Preliminary Activity:
TASK 1: JAZZ CHANT
The class will be divided into two. The right half would first
ask the questions, and the left half would answer them in
melody through a jazz chant.
Do bakers sell us rice?
No, they don‘t. No, they don‘t.
Do bakers sell us cakes?
Yes, they do. Yes, they do.
Do bakers sell us pies?
Yes, they do. Yes, they do.
They sell us cakes, they sell pies, they do, they do.
Do butchers sell us pies?
No, they don‘t. No, they don‘t.
Do butchers sell us pork?
Yes, they do. Yes, they do.
Do butchers sell us meat?
Yes, they do. Yes, they do.
They sell us pork, they sell meat, they do, they do.
Do grocers sell us meat?
No, they don‘t. No, they don‘t.
Do grocers sell us eggs?
Yes, they do. Yes, they do.
Do grocers sell us rice?
Yes, they do. Yes, they do.
They sell us eggs, they sell rice, they do, they do.
Activity:
TASK 2: SOUND ALIKE
From the jazz chant, note all the words that sound the same. Write them in
metacards and be ready to present in class. Also, identify if the words have the
same vowel sound or consonant sounds.
rice - pies
yes - they
do - butchers
no – don‘t
sell - eggs
us - pies
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Analysis:
TASK 3: READING POETRY
Why do you think most words in poetry rhyme? Read aloud Edgar
Allan Poe‘s Annabel Lee. Identify the words that rhyme at the end
of the lines. List down the words in your notebook.
Annabel Lee
by Edgar Allan Poe
It was many and many a year ago,
In a kingdom by the sea,
That a maiden there lived whom you may know
By the name of Annabel Lee;
And this maiden she lived with no other thought
Than to love and be loved by me.
I was a child and she was a child,
In this kingdom by the sea,
But we loved with a love that was more than love—
I and my Annabel Lee—
With a love that the wingèd seraphs of Heaven
Coveted her and me.
And this was the reason that, long ago,
In this kingdom by the sea,
A wind blew out of a cloud, chilling
My beautiful Annabel Lee;
So that her highborn kinsmen came
And bore her away from me,
To shut her up in a sepulchre
In this kingdom by the sea.
The angels, not half so happy in Heaven,
Went envying her and me—
Yes!—that was the reason (as all men know,
In this kingdom by the sea)
That the wind came out of the cloud by night,
Chilling and killing my Annabel Lee.
But our love it was stronger by far than the love
Of those who were older than we—
Of many far wiser than we—
And neither the angels in Heaven above
Nor the demons down under the sea
Can ever dissever my soul from the soul
Of the beautiful Annabel Lee;
For the moon never beams, without bringing me dreams
Of the beautiful Annabel Lee;
And the stars never rise, but I feel the bright eyes
Of the beautiful Annabel Lee;
And so, all the night-tide, I lie down by the side
Of my darling—my darling—my life and my bride,
In her sepulchre there by the sea—
In her tomb by the sounding sea.
We are an emerging division where excellence is a habit and allegiance for quality is a pledge.
Abstraction:
When a poem rhymes (or even when it doesn‘t), we sometimes use what is
called a rhyme scheme to keep track of which lines rhyme together. We do this
by using letters.
The first line is labeled ―A,‖ and then any lines which rhyme with it are also
labeled ―A.‖ The next different line is labeled as ―B,‖ as are any lines which rhyme
with it, and so on. So to take a simple example, consider the poem below:
Homework Limerick
Why do we have homework after school?
This is so uncool.
I so want to cry
I want to deny
All of this homework after school.
Source: https://www.familyfriendpoems.com/poem/homework-limerick
A Fish Who Could Talk
There once was a fish who could talk.
He wanted to learn how to walk.
He got out from the sea,
Fell right onto me,
And I nearly died from great shock.
Source: https://www.familyfriendpoems.com/poem/a-fish-who-could-talk
The given examples are called limericks. A limerick is a five-line witty poem with
a distinctive rhythm. The first, second and fifth lines, the longer lines, rhyme. The
third and fourth shorter lines rhyme (AABBA). What effect does the rhyme
scheme give the poem?
Application:
Task 3: LIMERICKS ABOUT ME
Make an autobiographical limericks. In other words, you will create a poem of
five lines about yourself. Observe the use of rhyme scheme. To be sure, label
each line with corresponding letters. For example:
I seem to be as prickly as a cactus spike
But really I am as soft as the juicy flesh inside
Suggested beginnings:
• I'm good at.../ I'm not good at...
• I used to be.../ But now I'm...
• I am.../ I am not...
• If you.../ Then I'll…
• I like.:./ But I don't like...
A
A
• I know a lot about... / I know nothing
about...
• I admire.../ I don't respect...
• I believe in... / I don't believe in...
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LIMERICKS RUBRIC
4
Line Count
Word Choice
Grammar/
Spelling
Rhyme
Scheme
Poem contains 5
lines.
Great word
choice. Words
are appropriate,
juicy with
description
There were no
grammatical or
spelling errors
found throughout
the poem.
Uses rhyming
word at the end
of each line. Has
a good rhyming
scheme structure.
3
2
1
Poem lacks 1 line.
Poem lacks 2
lines.
Poem is
unfinished with 1
to 2 lines only.
Words help
reader see the
meaning of the
poem. Original.
Limited use of
descriptive words
to create ideas.
No descriptive
words in the
poem.
3-4 grammatical
or spelling errors
were found
through the
poem.
More than 4
grammatical or
spelling errors in
the poem.
Uses rhyming
words, but not in
a logical manner.
Can't really tell
the rhyme
scheme.
Rhyming words
are not used
clearly. Does not
use rhyming
words at all. No
rhyme scheme.
1-2 grammatical
or spelling errors
were found
throughout the
poem.
Uses a few
rhyming word
clearly/logically.
The structure of
the rhyme
scheme is missing
pieces.
Reference: http://www.rcampus.com/rubricshowc.cfm?code=Y4WC9A&sp=true
Assessment:
TASK 4: CHECKPOINT
Identify the rhyme scheme of the poems given below.
Source: http://www.cobblearning.net/kimberlyjones/files/2017/01/rhyme-scheme-2-worksheet27n1yoa.pdf
We are an emerging division where excellence is a habit and allegiance for quality is a pledge.
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 valuing
other people; also how to use processing
information strategies, different forms of
adverbs and conditionals for him/her to
play an active part in a Chamber Theatre
presentation.
I.
SECOND
Valuing Others and Their Circumstances
Feeling For Others
Performance Standard:
The learner proficiently plays an active
part in Chamber Theatre presentation
through employing effective verbal and
non-verbal strategies based on the
following criteria: Focus, Voice, Delivery,
and Facial Expressions, Style and Body
Movements or Gestures.
LEARNING COMPETENCY
EN9F-IIc-3.11.1: Use the correct production of English sounds: vowel sounds,
consonant sounds, diphthongs, etc.
Objectives:
1. Use correct production of sounds in English such as diphthongs
2. Identify words with diphthongs
3. Demonstrate confidence in reading a poem containing words with
diphthongs
II.
LEARNING CONTENT
Lesson: Diphthongs
Materials:
1. Metacards
2. Handouts
3. Paper and Pen
References:
1. A Journey through Anglo-American Literature Learner‘s Manual
2. Teacher‘s Guide
3. Speech Oral Communication Text-Workbook
4. Online References
III.
LEARNING TASKS
Introduction: ―Nature has given to man one tongue, but two ears that we may
hear from twice as much as we speak.‖
~Epictetus
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Preliminary Activity:
TASK 1: THE PROBLEM OF PRONUNCIATION
Read the poem aloud observing correct pronunciation.
When the English tongue we speak,
Why is break not rhymed with freak?
Will you tell me why it‘s true?
We sat sew, but likewise few,
And the maker of the verse
Cannot cap his horse with worse?
Board sounds not then same as heard;
Cord is different from word;
Cow is cow, but low is low;
Shoe is never rhymed with foe‘
Think of hose and dose and lose,
And of goose and yet of choose,
Think of comb and tomb and bomb,
Doll and roll, and home and some,
And since pay is not rhymed with say,
Why not paid with said, I pray?
We have blood and food and good;
Would is not pronounced like could
Therefor done, but gone and lone?
Is there any reason known?
And, in short, its seems to me
Sounds and letter disagree.
Activity:
TASK 2: JUST ADD E
Add an e to the end of these short vowel words to make new long vowel words
Tub___
kit____
Can___
tap___
Pin___
man___
Rob___
Cub___
TASK 3: WORDS ENDING IN Y
All of the words in the word box end in y. If the y word has a long e sound, like
baby, write the word under the baby. If the y word has a long i sound, like spy,
write the word under the spy.
bunny
very
my
sky
happy
fly
cry
shiny
penny
shy
baby
spy
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Analysis:
Task 4: MADE-SOUND
A. Finish the sentences with one of the words below.
sauce
taught
autumn
fault
1. __________________ always arrives before winter.
2. We were ________________ the ABC‘s in kindergarten.
3. I like tomato _____________________ on my spaghetti.
4. It wasn‘t my _________________ that the glass broke.
B. Finish the sentences with one of the words below.
join
spoil
soil
voice
1. The scary witch had a screechy __________________ .
2. I planted the watermelon seeds in the ______________ .
3. I would like to _______________ the Boy Scouts.
4. If you leave the milk out, it will _________________ .
C. Finish the sentences with one of the words below.
pound
loud
mountain
mouth
1. The dentist said, ―Open your ___________________.‖
2. We got our new dog from the ___________________.
3. I love to hike on the __________________________.
4. Turn down the music! It‘s too ____________________.
D. Finish the sentences with one of the words below.
blouse
ground
bouncy
shout
1. My mom said, ―Don‘t _______________. I can hear you.‖
2. For my birthday, I got a red ________________ ball.
3. I spilled juice all over my new ___________________.
4. During recess, I tripped and fell to the ______________.
E. Finish the sentences with one of the words below.
lawn
yawn
hawk
crawl
1. The baby just learned to __________________ .
2. We watched a _________________circle in the sky.
3. To get allowance, I have to mow the ______________.
4. During math class, I try not to _________________ .
F. Finish the sentences with one of the words below.
cows
clown
meow
flowers
1. I like to pick ___________________ in the garden.
2. Our new little kitten said ___________________ !
3. A funny ___________________ performed at the circus.
4. Black and white ________________ grazed in the field.
G. Finish the sentences with one of the words below.
joyful
royal
enjoy
loyal
1. The queen led the ________________ parade.
2. Christmas is a ________________ holiday!
3. I ___________________ sleeping in late on Saturday.
4. My dog is a _________________ friend to me.
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Abstraction:
TASK 5: TAKE NOTE
Diphthong is a close combination of two vowel elements
pronounced as one vowel with gliding articulation. It forms one
syllable.
A. “AU” makes the sound in “AUTO.”
Find and circle the words with the AU sound.
B. “OI” makes the sound in “BOIL.”
Find and circle the words with the OI sound.
C. “OU” makes the sound in “CLOUD.”
Find and circle the words with the OU sound.
D. “AW” makes the sound in “SAW.”
Find and circle the words with the AW sound.
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E. “EW” makes the sound in “JEWEL.”
Find and circle the words with the EW sound.
F. “OW” makes the sound in “OWL.”
Find and circle the words with the OW sound.
G. “OY” makes the sound in “TOY.”
Find and circle the words with the OW sound.
Source: file:///D:/from%20C/Downloads/phonics-fun-vowels-diphthongs-workbook[1].pdf
Application:
TASK 6: BRAINSTORMING LISTS
Work by groups. Come up with a list of words that contain
diphthong(s). Afterwards, present your output to the class.
For example, words toy, boy, soy, loyal, and royal for
the "oy" diphthong, and boil, foil, soil, coin, and noise
for the "oi" diphthong.
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Assessment:
TASK 7: CHECKPOINT
In ach set of words below, encircle the word with a different
diphthong.
1.
rate
late
time
Kate
2.
out
shout
toil
about
3.
ride
pray
nice
ice
4.
joy
borrow
toy
boy
5.
line
boil
fine
quite
6.
life
file
lame
smile
7.
widow
annoy
employ
destroy
8.
place
same
crime
name
9.
soil
loud
proud
cloud
10.
fate
race
point
base
We are an emerging division where excellence is a habit and allegiance for quality is a pledge.
CITY SCHOOLS DIVISION OF TAYABAS
Tayabas City
LESSON EXEMPLAR
Grade 9-English
Quarter:
Theme:
Sub-Theme:
Content Standard:
The learner demonstrates understanding
of hoe Anglo-American literature and
other text types serve as means of valuing
other people; also how to use processing
information strategies, different forms of
adverbs and conditionals for him/her to
play an active part in a Chamber Theatre
presentation.
I.
SECOND
Valuing Others and Their Circumstances
Supporting Others‟ Advocacies
Performance Standard:
The learner proficiently plays an active
part in a Chamber Theatre presentation
through employing effective verbal and
non-verbal strategies based on the
following criteria: Focus, Voice, Delivery,
Facial Expressions, Style and Body
Movements or Gestures.
LEARNING COMPETENCY
EN9LT-IId-15: Analyze literature as a means valuing other people and their various
circumstances in life
EN9VC-IId-22: Agree or disagree with the ideas presented in the material viewed
EN9G-IIe- 20: Use conditionals in expressing arguments
Objectives:
1. Read and analyze the literary text as a means of appreciating other
people and their situations
2. Share personal opinion about the ideas presented in the material viewed
3. Appreciate the significance of supporting other people‘s advocacies for
the good of society
II.
LEARNING CONTENT
Lesson: “Ida B. Wells-Barnett and Her Passion for Justice” by Lee D. Baker
Materials:
1. Copy of the Literary Text
2. TV Monitor and Speaker
3. Copy of ―Advocacy Advertisement‖ Rubric
References:
1. K to 12 Curriculum Guide (May 2016)
2. A Journey through Anglo-American Literature Learner‘s Material for English
3. Patterns and Practices in the Learning- Focused Classroom by Lipton &
Wellman
4. Online References
We are an emerging division where excellence is a habit and allegiance for quality is a pledge.
III.
LEARNING TASKS
Introduction: Concerned and active citizens of a community usually champion
certain policies for the good of society. Their cry for help would be heard and
acted upon with urgency if they could solicit the support of the greater majority
– as the support of every individual would count.
Preliminary Activity
TASK 1: STICKY NOTES!
 The teacher will hand out post-it notes to everyone in the class. In your sticky
notes, write your thoughts, comments, reactions regarding the following
quotation:
―It's not enough to have lived.
We should be determined to live for something.
May I suggest that it be creating joy for others,
sharing what we have for the betterment of personkind,
bringing hope to the lost and love to the lonely.‖
-Leo Buscaglia
 Post your notes on the board and be ready to share your thoughts with the
class as your teacher picks your work.
Activity:
TASK 2: WORTH CONTEMPLATING
Watch the video clip about justice. Share with the class your
personal opinion about the ideas presented in the video clip.
Source: http://www.youtube.com/watch?v=JDaJa8LansM
TASK 3: THE FIRST WORD
 Work on the concept of justice with your group.
 Write the word JUSTICE vertically down the side of a page.
 Make a short phrase or sentence that begins with each letter of the word
and offers important characteristics about the topic.
J
U
S
T
I
C
E
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Sample First Word:
Sun is the star at the end of the solar system.
Orbits are the paths that planets take around the Sun.
Lunar eclipses occur when the Moon is blocked by the Earth.
Asteroids are big rocks that orbit the Sun.
Rings – the planet Saturn has them.
Saturn is the sixth planet from the Sun.
You can see some planets with your naked eye.
Some other planets are: Earth, Venus, Mars, Jupiter, Pluto and Neptune
The Earth is the only planet with life on it.
Every year, the Earth orbits the Sun once.
Mercury is the planet closest to the Sun.
Analysis:
TASK 4: READING CORNER
Read ―Ida B. Wells-Barnett and her Passion for Justice‖ by Lee D.
Baker on p. 173 of your learner‘s material and then answer the
following questions in your notebook.
1. Who was Ida B. Wells-Barnett and how did she contribute to the Civil
Rights Movement?
2. What does ―lynching‖ means? How did she respond to it?
3. Why was her case against the railroad company so important even
though in the end, she lost the case?
TASK 5: ALL ABOUT IDA
With your group, accomplish the following tasks that will be assigned by
your teacher.
Group 1: Construct a timeline of significant events in the life of Ida B. WellsBarnett.
Group 2: Identify various civil rights issues that concerned Ms. Wells-Barnett
Group 3: Examine and evaluate Miss Wells‘ responses to discrimination.
Group 4: Analyze the impact that Miss Wells had on history.
Abstraction:
TASK 6: AD-VOCACIES
Below is a list of advocacies. Choose one from the list that your
group would like to support.
 No to Violence Against Women
 Environmental Advocacy – protecting the air and water
 Anti-Bullying
 No to Drugs
We are an emerging division where excellence is a habit and allegiance for quality is a pledge.
Create an advertisement for your chosen advocacy based on the medium that
will be assigned to your group.
Group 1
Group 2
Group 3
Group 4
Application:
TASK 7: IN FOCUS
Based from the issue you have chosen previously, make use of or
watch out for the following conditionals in expressing your
arguments and fallacies.
 Hasty generalization
Definition: Making assumptions about a whole group or range of cases based
on a sample that is inadequate (usually because it is atypical or too small).
Stereotypes about people (―librarians are shy and smart,‖ ―wealthy people
are snobs,‖ etc.) are a common example of the principle underlying hasty
generalization.
Example: ―My roommate said her philosophy class was hard, and the one I‘m
in is hard, too. All philosophy classes must be hard!‖ Two people‘s
experiences are, in this case, not enough on which to base a conclusion.
 Missing the point
Definition: The premises of an argument do support a particular conclusion —
but not the conclusion that the arguer actually draws.
Example: ―The seriousness of a punishment should match the seriousness of
the crime. Right now, the punishment for drunk driving may simply be a fine.
But drunk driving is a very serious crime that can kill innocent people. So the
We are an emerging division where excellence is a habit and allegiance for quality is a pledge.
death penalty should be the punishment for drunk driving.‖ The argument
actually supports several conclusions—‖The punishment for drunk driving
should be very serious,‖ in particular—but it doesn‘t support the claim that the
death penalty, specifically, is warranted.
 Post hoc (also called false cause)
This fallacy gets its name from the Latin phrase ―post hoc, ergo propter hoc,‖
which translates as ―after this, therefore because of this.‖
Definition: Assuming that because B comes after A, A caused B. Of course,
sometimes one event really does cause another one that comes later—for
example, if I register for a class, and my name later appears on the roll, it‘s
true that the first event caused the one that came later. But sometimes two
events that seem related in time aren‘t really related as cause and event.
That is, correlation isn‘t the same thing as causation.
Examples: ―President Jones raised taxes, and then the rate of violent crime
went up. Jones is responsible for the rise in crime.‖ The increase in taxes might
or might not be one factor in the rising crime rates, but the argument hasn‘t
shown us that one caused the other.
 Slippery slope
Definition: The arguer claims that a sort of chain reaction, usually ending in
some dire consequence, will take place, but there‘s really not enough
evidence for that assumption. The arguer asserts that if we take even one
step onto the ―slippery slope,‖ we will end up sliding all the way to the
bottom; he or she assumes we can‘t stop partway down the hill.
Example: ―Animal experimentation reduces our respect for life. If we don‘t
respect life, we are likely to be more and more tolerant of violent acts like war
and murder. Soon our society will become a battlefield in which everyone
constantly fears for their lives. It will be the end of civilization. To prevent this
terrible consequence, we should make animal experimentation illegal right
now.‖
Since animal experimentation has been legal for some time and civilization
has not yet ended, it seems particularly clear that this chain of events won‘t
necessarily take place. Even if we believe that experimenting on animals
reduces respect for life, and loss of respect for life makes us more tolerant of
violence, that may be the spot on the hillside at which things stop—we may
not slide all the way down to the end of civilization. And so we have not yet
been given sufficient reason to accept the arguer‘s conclusion that we must
make animal experimentation illegal right now.
Like post hoc, slippery slope can be a tricky fallacy to identify, since
sometimes a chain of events really can be predicted to follow from a certain
We are an emerging division where excellence is a habit and allegiance for quality is a pledge.
action. Here‘s an example that doesn‘t seem fallacious: ―If I fail English 101, I
won‘t be able to graduate. If I don‘t graduate, I probably won‘t be able to
get a good job, and I may very well end up doing temp work or flipping
burgers for the next year.‖
 Weak analogy
Definition: Many arguments rely on an analogy between two or more
objects, ideas, or situations. If the two things that are being compared aren‘t
really alike in the relevant respects, the analogy is a weak one, and the
argument that relies on it commits the fallacy of weak analogy.
Example: ―Guns are like hammers—they‘re both tools with metal parts that
could be used to kill someone. And yet it would be ridiculous to restrict the
purchase of hammers—so restrictions on purchasing guns are equally
ridiculous.‖ While guns and hammers do share certain features, these features
(having metal parts, being tools, and being potentially useful for violence)
are not the ones at stake in deciding whether to restrict guns. Rather, we
restrict guns because they can easily be used to kill large numbers of people
at a distance.
This is a feature hammers do not share—it would be hard to kill a crowd with
a hammer. Thus, the analogy is weak, and so is the argument based on it.
If you think about it, you can make an analogy of some kind between almost
any two things in the world: ―My paper is like a mud puddle because they
both get bigger when it rains (I work more when I‘m stuck inside) and they‘re
both kind of murky.‖ So the mere fact that you can draw an analogy
between two things doesn‘t prove much, by itself.
Arguments by analogy are often used in discussing abortion—arguers
frequently compare fetuses with adult human beings, and then argue that
treatment that would violate the rights of an adult human being also violates
the rights of fetuses. Whether these arguments are good or not depends on
the strength of the analogy: do adult humans and fetuses share the
properties that give adult humans rights? If the property that matters is having
a human genetic code or the potential for a life full of human experiences,
adult humans and fetuses do share that property, so the argument and the
analogy are strong; if the property is being self-aware, rational, or able to
survive on one‘s own, adult humans and fetuses don‘t share it, and the
analogy is weak.
 Appeal to authority
Definition: Often we add strength to our arguments by referring to respected
sources or authorities and explaining their positions on the issues we‘re
discussing. If, however, we try to get readers to agree with us simply by
We are an emerging division where excellence is a habit and allegiance for quality is a pledge.
impressing them with a famous name or by appealing to a supposed
authority who really isn‘t much of an expert, we commit the fallacy of appeal
to authority.
Example: ―We should abolish the death penalty. Many respected people,
such as actor Guy Handsome, have publicly stated their opposition to it.‖
While Guy Handsome may be an authority on matters having to do with
acting, there‘s no particular reason why anyone should be moved by his
political opinions—he is probably no more of an authority on the death
penalty than the person writing the paper.
Source: http://writingcenter.unc.edu/handouts/fallacies/
Assessment:
TASK 8: WHAT ARE YOU THINKING RIGHT NOW?

Think of an advocacy that you personally want to support.

Post your support on your chosen advocacy on your
Facebook timeline.

Tag as many friends as you can (including your teacher).
ADVOCACY ADVERTISEMENT RUBRIC
Criteria
1
2
Content
There were very little, if
any, facts and/or opinions
given about the
advocacy
There were very few
convincing facts and
opinions given about the
advocacy
It was unclear who your
audience was.
Nothing about the
advertisement was
convincing or useful for
promoting the advocacy
Your advertisement did not
connect with your
intended audience
Very little of the
advertisement was
convincing to promote
your advocacy
Audience
Persuasion
Slogan
Final Presentation
The slogan was not
effective in describing
promoting the advocacy.
The team did not work
together during the
creating process.
The final product was
unorganized, messy, and
was not suitable for this
task.
There is no evidence of the
process taken for
promoting the advocacy.
The slogan was mildly
effective in describing and
promoting the advocacy.
There is very little evidence
to the creation process.
The team worked well
together at times, but was
not consistent.
The final presentation was
average.
3
There were a sufficient
number of facts and
opinions to support why
people should buy your
product.
It was clear who your
audience was.
You connected well with
your audience and
provided a convincing
argument as to why they
should support your
advocacy
The slogan was very
effective in describing and
promoting the advocacy.
There is sufficient evidence
of the creation process of
the advertisement.
The team worked well
together and stayed on
task consistently.
The final production was a
great example of a
successful advertisement.
Source: https://www.rcampus.com/rubricshowc.cfm?sp=yes&code=E29556&
We are an emerging division where excellence is a habit and allegiance for quality is a pledge.
IDA B. WELLS-BARNETT AND HER PASSION FOR JUSTICE
by Lee D. Baker
Ida B. Wells-Barnett was a fearless anti-lynching crusader, suffragist, women's rights
advocate, journalist, and speaker. She stands as one of our nation's most
uncompromising leaders and most ardent defenders of democracy. She was born in
Holly Springs, Mississippi in 1862 and died in Chicago, Illinois in1931 at the age of sixtynine.
Although enslaved prior to the Civil War, her parents were able to support their
seven children because her mother was a "famous" cook and her father was a skilled
carpenter. When Ida was only fourteen, a tragic epidemic of Yellow Fever swept
through Holly Springs and killed her parents and youngest sibling. Emblematic of the
righteousness, responsibility, and fortitude that characterized her life, she kept the family
together by securing a job teaching. She managed to continue her education by
attending nearby Rust College. She eventually moved to Memphis to live with her aunt
and help raise her youngest sisters. It was in Memphis where she first began to fight
(literally) for racial and gender justice. In 1884 she was asked by the conductor of the
Chesapeake & Ohio Railroad Company to give up her seat on the train to a white man
and ordered her into the smoking or "Jim Crow" car, which was already crowded with
other passengers. Despite the 1875 Civil Rights Act banning discrimination on the basis
of race, creed, or color, in theaters, hotels, transports, and other public
accommodations, several railroad companies defied this congressional mandate and
racially segregated its passengers. It is important to realize that her defiant act was
before Plessy v. Ferguson (1896), the U.S. Supreme Court decision that established the
fallacious doctrine of "separate but equal," which constitutionalized racial segregation.
Wells wrote in her autobiography:
I refused, saying that the forward car [closest to the locomotive] was a smoker, and
as I was in the ladies' car, I proposed to stay. . . [The conductor] tried to drag me out of
the seat, but the moment he caught hold of my arm I fastened my teeth in the back of
his hand. I had braced my feet against the seat in front and was holding to the back,
and as he had already been badly bitten he didn't try it again by himself. He went
forward and got the baggage man and another man to help him and of course they
succeeded in dragging me out.
Wells was forcefully removed from the train and the other passengers—all whites-applauded. When Wells returned to Memphis, she immediately hired an attorney to sue
the railroad. She won her case in the local circuit courts, but the railroad company
appealed to the Supreme Court of Tennessee, and it reversed the lower court's ruling.
This was the first of many struggles Wells engaged, and from that moment forward, she
worked tirelessly and fearlessly to overturn injustices against women and people of
color.
Her suit against the railroad company also sparked her career as a journalist. Many
papers wanted to hear about the experiences of the 25-year-old school teacher who
stood up against white supremacy. Her writing career blossomed in papers geared to
African American and Christian audiences.
In 1889 Wells became a partner in the Free Speech and Headlight. The paper was
also owned by Rev. R. Nightingale-- the pastor of Beale Street Baptist Church. He
"counseled" his large congregation to subscribe to the paper and it flourished, allowing
her to leave her position as an educator.
In 1892 three of her friends were lynched –Thomas Moss, Calvin McDowell, and
Henry Stewart. These three men were owners of People's Grocery Company, and their
small grocery had taken away customers from competing white businesses. A group of
angry white men thought they would "eliminate" the competition so they attacked
People's grocery, but the owners fought back, shooting one of the attackers. The
owners of People's Grocery were arrested, but a lynch-mob broke into the jail, dragged
them away from town, and brutally murdered all three. Again, this atrocity galvanized
her mettle. She wrote in The Free Speech.
We are an emerging division where excellence is a habit and allegiance for quality is a pledge.
The city of Memphis has demonstrated that neither character nor standing avails
the Negro if he dares to protect himself against the white man or become his rival.
There is nothing we can do about the lynching now, as we are outnumbered and
without arms. The white mob could help itself to ammunition without pay, but the order
is rigidly enforced against the selling of guns to Negroes. There is therefore only one
thing left to do; save our money and leave a town which will neither protect our lives
and property, nor give us a fair trial in the courts, but takes us out and murders us in cold
blood when accused by white persons.
Many people took the advice Wells penned in her paper and left town; other
members of the Black community organized a boycott of white owned business to try
to stem the terror of lynchings. Her newspaper office was destroyed as a result of the
muckraking and investigative journalism she pursued after the killing of her three friends.
She could not return to Memphis, so she moved to Chicago. She however continued
her blistering journalistic attacks on Southern injustices, being especially active in
investigating and exposing the fraudulent "reasons" given to lynch Black men, which by
now had become a common occurrence. In Chicago, she helped develop numerous
African American women and reform organizations, but she remained diligent in her
anti-lynching crusade, writing Southern Horrors: Lynch Law in All Its Phases. She also
became a tireless worker for women's suffrage, and happened to march in the famous
1913 march for universal suffrage in Washington, D.C. Not able to tolerate injustice of
any kind, Ida B. Wells-Barnett, along with Jane Addams, successfully blocked the
establishment of segregated schools in Chicago.
In 1895 Wells married the editor of one of Chicago's early Black newspapers. She
wrote: "I was married in the city of Chicago to Attorney F. L. Barnett, and retired to what
I thought was the privacy of a home." She did not stay retired long and continued
writing and organizing. In 1906, she joined with William E.B. DuBois and others to further
the Niagara Movement, and she was one of two African American women to sign "the
call" to form the NAACP in 1909. Although Ida B. Wells was one of the founding
members of the National Association for the Advancement of Colored People
(NAACP), she was also among the few Black leaders to explicitly oppose Booker T.
Washington and his strategies. As a result, she was viewed as one the most radical of
the so-called "radicals" who organized the NAACP and marginalized from positions
within its leadership. As late as 1930, she became disgusted by the nominees of the
major parties to the state legislature, so Wells-Barnett decided to run for the Illinois State
legislature, which made her one of the first Black women to run for public office in the
United States. A year later, she passed away after a lifetime crusading for justice. Lee D.
Baker, April 1996. (ldbaker at acpub.duke.edu) Source: Franklin, Vincent P. 1995 Living
Our Stories, Telling Our Truths: Autobiography and the Making of African American
Intellectual Tradition. 1995: Oxford University Press.
Source: http://people.duke.edu/~ldbaker/classes/AAIH/caaih/ibwells/ibwbkgrd.html
We are an emerging division where excellence is a habit and allegiance for quality is a pledge.
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 valuing
other people; also how to use processing
information strategies, different forms of
adverbs and conditionals for him/her to
play an active part in a Chamber Theatre
presentation.
I.
SECOND
Valuing Others and Their Circumstances
Seeking Justice for Others
Performance Standard:
The learner proficiently plays an active
part in a Chamber Theatre presentation
through employing effective verbal and
non-verbal strategies based on the
following criteria: Focus, Voice, Delivery,
Facial Expressions, Style and Body
Movements and Gestures.
LEARNING COMPETENCY
EN9LT-IIg-15: Analyze literature as a means of valuing other people and their
circumstances in life
EN9LT-IIg-2.2.3: Determine tone, mood, technique, and purpose of the author
Objectives:
1. Analyze the speech as a means of looking closely at situations the country
is facing at present
2. Determine the tone, mood, technique and purpose of the author/speaker
his piece
3. Create a poster depicting one‘s dreams for the Philippines
II.
LEARNING CONTENT
Lesson: “I Have a Dream” by Langston Hughes
Materials:
1. Illustrations
2. Laptop
3. 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
We are an emerging division where excellence is a habit and allegiance for quality is a pledge.
III.
LEARNING TASKS
Introduction: How do we seek justice for others? Who will seek justice for them?
When is the right time to liberate our brothers from injustices and discrimination?
How do you contribute to an equitable, respectful, and just society for
everyone?
Preliminary Activity:
TASK 1: THINK TANK
Listen to the song ―Imagine‖ by John Lennon. Some lines will
be lifted from the song. You will be continuing those lines with
your own answers.
Source: https://www.youtube.com/watch?v=RwUGSYDKUxU
Imagine there's no heaven…
Imagine there's no countries…
http://weknowyourdreams.com/image.php?pic=/i
mages/heaven/heaven-08.jpg
https://cdn.theculturetrip.com/wp-content/
uploads/2017/01/flag-map-denmark-puerto.jpg
Imagine no possessions…
Imagine all the people…
https://www.timedoctor.com/blog/images/2015/03/
Time-Doctor-Whats-the-Cheapest-Way-to-SendMoney-to-the-Philippines.jpg
http://salvationist.ca/wp-content/uploads/2012/10
/diversity.jpg
Activity:
TASK 2: LISTENING CORNER
Listen to the song ―I Have a Dream‖ by Westlife. Pay attention
to its lyrics. Then, look at the pictures presented below.
Source: https://www.youtube.com/watch?v=c_PoDIiGFqg
Sources: https://glemmelo.com/2014/07/28/povertyinthephilippines/
http://philippineslifestyle.com/blog/2015/01/20/study-shows-traffic-philippines-ranks-9th-worst-world/
We are an emerging division where excellence is a habit and allegiance for quality is a pledge.
Sources: http://www.philstar.com/opinion/2014/04/15/1312780/editorial-citizen-engagement
http://www.rappler.com/nation/55127-education-goals-updates-unesco
Look closely at the pictures depicting current situations in the
Philippines. What social problems are depicted in the
pictures? What kind of changes would you want for the
country?
Analysis:
TASK 3: YOUR TEXT
Read Martin Luther King Jr.‘s speech entitled ―I
Have A Dream‖ on pages 186 to 190 of Learner‘s
Material in English.
TASK 4: DELVE DEEPER
Catch Martin Luther King‘s dreams in the graphic organizer.
Highlight his most important dreams about change, liberation, and
social justice. (LM, P.190)
We are an emerging division where excellence is a habit and allegiance for quality is a pledge.
Abstraction:
TASK 5: IN HIS SHOES
Read the speech once again. Determine the tone, mood, technique, and
purpose of the author. (LM, p.191)
Tone of my speech….
Mood of my speech….
Technique used in my speech….
My purpose in writing the speech….
Application:
TASK 6: SAY IT IN A POSTER
Look
back
to
the
pictures
you
have
analyzed earlier. You were asked what kind
of changes you would want for the country.
This time, make a representation of your
dreams for the country in a poster.
POSTER MAKING RUBRIC
CRITERIA
Relevance
10
8
6
4
All graphics are
related to the
topic and make
it easier to
understand. All
borrowed
graphics have a
source citation.
All graphics are
related to the
topic and most
make it easier to
understand. All
borrowed
graphics have a
source citation.
All graphics
relate to the
topic. Most
borrowed
graphics have a
source citation.
Graphics do not
relate to the
topic OR several
borrowed
graphics do not
have a source
citation.
We are an emerging division where excellence is a habit and allegiance for quality is a pledge.
Originality
Attractiveness
Several of the
graphics used on
the poster reflect
a exceptional
degree of
student creativity
in their creation
and/or display.
The poster is
exceptionally
attractive in
terms of design,
layout, and
neatness.
One or two of
the graphics
used on the
poster reflect
student creativity
in their creation
and/or display.
The graphics are
made by the
student, but are
based on the
designs or ideas
of others.
No graphics
made by the
student are
included.
The poster is
attractive in
terms of design,
layout and
neatness.
The poster is
acceptably
attractive
though it may be
a bit messy.
The poster is
distractingly
messy or very
poorly designed.
It is not
attractive.
Source: http://rubistar.4teachers.org/index.php?screen=ShowRubric&rubric_id=1357669&
Assessment
TASK 7: SIGNS AND SYMBOLS
Consider Martin Luther King‘s I Have a Dream as a
sample piece of Reader‘s Theater. Draw two (2)
columns in your notebook. Pick ten (10) lines or
sentences which you would like to deliver. Write these
lines on the left column of your notebook and indicate
on the right column nonverbal communication tools
such as facial expressions, gestures, and poses
appropriate to these lines.
We are an emerging division where excellence is a habit and allegiance for quality is a pledge.
I HAVE A DREAM
by Martin Luther King Jr.
I am happy to join with you today in what will go down in history as the greatest
demonstration for freedom in the history of our nation.
Five score years ago, a great American, in whose symbolic shadow we stand today,
signed the Emancipation Proclamation. This momentous decree came as a great
beacon light of hope to millions of Negro slaves who had been seared in the flames of
withering injustice. It came as a joyous daybreak to end the long night of their captivity.
But one hundred years later, the Negro still is not free. One hundred years later, the
life of the Negro is still sadly crippled by the manacles of segregation and the chains of
discrimination. One hundred years later, the Negro lives on a lonely island of poverty in
the midst of a vast ocean of material prosperity. One hundred years later, the Negro is
still languished in the corners of American society and finds himself an exile in his own
land. And so we've come here today to dramatize a shameful condition.
In a sense we've come to our nation's capital to cash a check. When the architects
of our republic wrote the magnificent words of the Constitution and the Declaration of
Independence, they were signing a promissory note to which every American was to
fall heir. This note was a promise that all men, yes, black men as well as white men,
would be guaranteed the unalienable rights of life, liberty and the pursuit of happiness.
It is obvious today that America has defaulted on this promissory note, insofar as her
citizens of color are concerned. Instead of honoring this sacred obligation, America has
given the Negro people a bad check, a check which has come back marked
"insufficient funds."
But we refuse to believe that the bank of justice is bankrupt. We refuse to believe
that there are insufficient funds in the great vaults of opportunity of this nation. And so,
we've come to cash this check, a check that will give us upon demand the riches of
freedom and the security of justice.
We have also come to this hallowed spot to remind America of the fierce urgency
of now. This is no time to engage in the luxury of cooling off or to take the tranquilizing
drug of gradualism. Now is the time to make real the promises of democracy. Now is
the time to rise from the dark and desolate valley of segregation to the sunlit path of
racial justice. Now is the time to lift our nation from the quicksands of racial injustice to
the solid rock of brotherhood.
Now is the time to make justice a reality for all of God's children. It would be fatal for
the nation to overlook the urgency of the moment. This sweltering summer of the
Negro's legitimate discontent will not pass until there is an invigorating autumn of
freedom and equality – 1963 is not an end, but a beginning. Those who hope that the
Negro needed to blow off steam and will now be content will have a rude awakening if
the nation returns to business as usual.
There will be neither rest nor tranquility in America until the Negro is granted his
citizenship rights. The whirlwinds of revolt will continue to shake the foundations of our
nation until the bright days of justice emerge. And that is something that I must say to
my people who stand on the worn threshold which leads into the palace of justice. In
the process of gaining our rightful place we must not be guilty of wrongful deeds. Let us
not seek to satisfy our thirst for freedom by drinking from the cup of bitterness and
hatred.
We must forever conduct our struggle on the high plane of dignity and discipline.
We must not allow our creative protests to degenerate into physical violence. Again
and again we must rise to the majestic heights of meeting physical force with soul
force.
The marvelous new militancy which has engulfed the Negro community must not
lead us to distrust of all white people, for many of our white brothers, as evidenced by
their presence here today, have come to realize that their destiny is tied up with our
destiny.
They have come to realize that their freedom is inextricably bound to our freedom.
We cannot walk alone. And as we walk, we must make the pledge that we shall always
march ahead. We cannot turn back. There are those who are asking the devotees of
civil rights, "When will you be satisfied?" We can never be satisfied as long as the Negro
is the victim of the unspeakable horrors of police brutality.
We can never be satisfied as long as our bodies, heavy with the fatigue of travel,
cannot gain lodging in the motels of the highways and the hotels of the cities.
We are an emerging division where excellence is a habit and allegiance for quality is a pledge.
We cannot be satisfied as long as the Negro's basic mobility is from a smaller ghetto
to a larger one. We can never be satisfied as long as our children are stripped of their
adulthood and robbed of their dignity by signs stating "For Whites Only."
We cannot be satisfied as long as the Negro in Mississippi cannot vote and the
Negro in New York believes he has nothing for which to vote.
No, no, we are not satisfied, and we will not be satisfied until justice rolls down like
waters, and righteousness like a mighty stream.
I am not unmindful that some of you have come here out of great trials and
tribulations. Some of you have come fresh from narrow jail cells. And some of you have
come from areas where your quest for freedom left you battered by the storms of
persecution and staggered by the winds of police brutality. You have been the
veterans of creative suffering.
Continue to work with the faith that unearned suffering is redemptive. Go back to
Mississippi, go back to Alabama, go back to South Carolina, go back to Georgia, go
back to Louisiana, go back to the slums and ghettos of our Northern cities, knowing that
somehow this situation can and will be changed. Let us not wallow in the valley of
despair.
I say to you today, my friends, though, even though we face the difficulties of today
and tomorrow, I still have a dream. It is a dream deeply rooted in the American dream.
I have a dream that one day this nation will rise up and live out the true meaning of
its creed: "We hold these truths to be self-evident, that all men are created equal."
I have a dream that one day on the red hills of Georgia sons of former slaves and
the sons of former slave-owners will be able to sit down together at the table of
brotherhood.I have a dream that one day even the state of Mississippi, a state
sweltering with the heat of injustice, sweltering with the heat of oppression, will be
transformed into an oasis of freedom and justice.
I have a dream that my four little children will one day live in a nation where they will
not be judged by the color of their skin but by the content of their character. I have a
dream…
I have a dream that one day in Alabama, with its vicious racists, with its governor
having his lips dripping with the words of interposition and nullification, one day right
there in Alabama little black boys and black girls will be able to join hands with little
white boys and white girls as sisters and brothers.
I have a dream today…I have a dream that one day every valley shall be exalted,
and every hill and mountain shall be made low. The rough places will be made plain,
and the crooked places will be made straight. And the glory of the Lord shall be
revealed, and all flesh shall see it together. This is our hope. This is the faith that I go
back to the South with. With this faith we will be able to hew out of the mountain of
despair a stone of hope. With this faith we will be able to transform the jangling discords
of our nation into a beautiful symphony of brotherhood. With this faith we will be able to
work together, to pray together, to struggle together, to go to jail together, to stand up
for freedom together, knowing that we will be free one day.
This will be the day when all of God's children will be able to sing with new meaning.
―My country 'tis of thee, sweet land of liberty, of thee I sing. Land where my fathers died,
land of the pilgrim's pride, from every mountainside, let freedom ring.‖ And if America is
to be a great nation, this must become true. So let freedom ring from the prodigious
hilltops of New Hampshire. Let freedom ring from the mighty mountains of New York. Let
freedom ring from the heightening Alleghenies of Pennsylvania. Let freedom ring from
the snow-capped Rockies of Colorado. Let freedom ring from the curvaceous slopes of
California.
But not only that. Let freedom ring from Stone Mountain of Georgia. Let freedom
ring from Lookout Mountain of Tennessee. Let freedom ring from every hill and molehill
of Mississippi, from every mountainside. Let freedom ring…
When we allow freedom ring – when we let it ring from every village and every
hamlet, from every state and every city, we will be able to speed up that day when all
of God's children, black men and white men, Jews and Gentiles, Protestants and
Catholics, will be able to join hands and sing in the words of the old Negro spiritual,
―Free at last, Free at last, Great God a-mighty, We are free at last.‖
We are an emerging division where excellence is a habit and allegiance for quality is a pledge.
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 valuing
other people; also how to use processing
information strategies, different forms of
adverbs and conditionals for him/her to
play an active part in a Chamber Theatre
presentation.
I.
SECOND
Valuing Others and Their Circumstances
Seeking Justice For Others
Performance Standard:
The learner proficiently plays an active
part in a Chamber Theatre presentation
through employing effective verbal and
non- verbal strategies based on the
following criteria: Focus, Voice, Delivery,
Facial Expressions, Style and Body
Movements or Gestures.
LEARNING COMPETENCY
EN9LT-IIe-2.2.2: Explain the literary devices used
Objectives:
1. React and share personal opinion about a viewed video and ideas
listened to
2. Explain the literary devices used
3. Show self-confidence when expressing opinion
II.
LEARNING CONTENT
Lesson: Literary Devices - Repetition, Parellelism, Metaphor, Analogy
Materials:
1. Speaker
2. Handouts
3. Pen and 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
III.
LEARNING TASKS
Introduction: How do we seek justice for others? Who will seek justice for them?
When is the right time to liberate our brothers from injustices and discrimination?
We are an emerging division where excellence is a habit and allegiance for quality is a pledge.
Preliminary Activity:
Task 1: Share your opinions on Martin Luther King‘s quotation.
“Now is the time to make real promises of democracy. Now is the time to
rise
from the dark and desolate valley of segregation to the sunlit path of
racial justice. Now is the time to open the doors of opportunity to all of God’s
children. Now is the time to lift our nation from the quick sands of racial injustice
to the solid rock of brotherhood.”
~ Martin Luther King Jr., I Have a Dream
Activity:
TASK 2: BLACK OUT!
Two friends were trapped in the school library for twelve
hours without light. Think about of five things the two
friends might be deprived of. Write your answer in your
notebook.
TASK 3: IMAGINE
View and listen to the song Imagine by John Lennon. List five (5) lines from the
song and five (5) photos from the video that strike you the most. Cite your
opinion about these lines.
Source: https://www.youtube.com/watch?v=t_YXSHkAahE
TASK 3: FOUR PICTURES, ONE IDEA
Identify the words being described by the photos below. All of these words have
to do with social injustice.
How do you contribute to an equitable, respectful and just society for everyone?
We are an emerging division where excellence is a habit and allegiance for quality is a pledge.
Analysis:
TASK 4: GEOGRA-TURE (GEOGRAPHY AND LITERATURE)
Read again Martin Luther King Jr.‘s ―I Have a Dream‖. Notice
how Martin Luther King Jr. used geographical orientations as
vehicles of idea. Match Column A with Column B to
complete King‘s characterization of social injustice in his time.
COLUMN A
COLUMN B
1. island
a. ( of poverty)
2. ocean
b. ( of racial justice)
3. valley
c. ( despair)
4. sunlit path
d. ( of prosperity)
5. quick sands
e. ( of racial injustice)
6. rock
f. ( justice)
7. waters
g. ( of brotherhood)
8. a mighty stream
h. ( of freedom and justice)
9. an oasis
i. ( righteousness)
10. mountain
j. ( of segregation and later, of despair)
Abstraction:
TASK 5: DREAM CATCHER
Catch Martin Luther King‘s dream in your own graphic organizer.
Highlight his most important dreams about change, liberation and
social justice.
Application:
TASK 6: DEVICE DELIVERED
Scan the text I Have a Dream once again. Locate the following literary devices
used in the text.
LITERARY DEVICES
EXAMPLES STATED IN THE TEXT
Repetition
Parallelism
Metaphor
Analogy
Repetition - a literary device that repeats the same words or phrases a few times to
make an idea clearer.
Examples:
1. I‘m nobody! Who are you?
Are you nobody too?
Then there‘s a pair of us-don‘t tell!
They‘d banish us you know.
2. Because I do not hope to turn again
Because I do not hope
Because I do not hope to turn…
We are an emerging division where excellence is a habit and allegiance for quality is a pledge.
Parallelism - is the use of components in a sentence that are grammatically the
same; or similar in their construction, sound, meaning or meter.
Examples: 1. Like father, like son
2. Flying is fast, comfortable and safe
Metaphor - is a figure of speech which makes an implicit, implied or hidden
comparison between two things that are unrelated but share some
common characteristics.
Examples: 1. My brother was boiling mad.
2. The assignment was a breeze.
Analogy- a comparison in which an idea or a thing is compared to another thing
that is quite different from it.
Examples: 1. Just like a sword is the weapon of a warrior, a pen is the weapon of
a writer.
2. ―The white mares of the moon rush along sky
Beating their golden hoofs upon the glass Heavens.‖
Assessment:
TASK 7: CHECKPOINT
Explain what literary device is used in the following passages and lines.
1. ―They crowded very close about him, with their hands always on him in a careful,
caressing grip, as though all the while feeling him to make sure he was there. It was
like men handling a fish which is still alive and may jump back into the water.‖
2. ―Shall I compare Thee to a summer‘s Day‖
3. What‘s in a name? That which we call a rose
By any other word would smell as sweet.
So Romeo would, were he not Romeo called
4. ―She is all states, and all princes, I.‖
5. ―It was the best of times, it was the worst of times, it was the age of wisdom, it
was the age of foolishness, it was the epoch of belief, it was the epoch of
incredulity, it was the season of Light, it was the season of Darkness, it was the
spring of hope, it was the winter of despair.‖
6. I looked upon the rotting sea,
And drew my eyes away;
I looked upon the rotting deck,
And there the dead men lay.
7. ―What the hammer? What the chain?
In what furnace was thy brain?
What the anvil? What dread grasp
Dare its deadly terrors clasp?‖
8. ―A horse is a horse, of course, of course,
And no one can talk to a horse of course
That is, of course, unless the horse is the famous Mister Ed.‖
9. ―Henry was a lion on the battlefield.‖
10. ―This flea is you and I, and this
Our marriage bed, and marriage temple is‖
We are an emerging division where excellence is a habit and allegiance for quality is a pledge.
CITY SCHOOLS DIVISION OF TAYABAS
Tayabas City
LESSON EXEMPLAR
Grade 9-English
Quarter:
Theme:
Sub-Theme:
SECOND
Valuing Others and their Circumstances
Seeking Justice for Others
Content Standard:
The learner demonstrates understanding of
how Anglo-American literature and other
text types serve as means of valuing other
people; also how to use processing
information strategies, different forms of
adverbs and conditionals for him/her to
play an active part in a Chamber Theatre
presentation.
Performance Standard:
The learner proficiently plays an active
part in Chamber Theatre presentation
through employing effective verbal and
non-verbal strategies based on the
following criteria: Focus, Voice, Delivery,
and Facial Expressions, Style and Body
Movements or Gestures.
I.
LEARNING COMPETENCY
EN9G-IIe20: Use conditionals in expressing arguments
Objectives:
1. Differentiate real from unreal conditionals
2. Use the correct form of real and unreal conditionals
3. Use conditionals in expressing arguments about social and environmental
issues
II.
LEARNING CONTENT
Lesson: Present Real Conditionals and Present Unreal Conditionals
Materials:
1. Illustrations
2. Activity Sheets
3. 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: “The only way forward, if we are going to improve the quality of the
environment, is to get everybody involved.‖ - Richard Rogers
We are an emerging division where excellence is a habit and allegiance for quality is a pledge.
Preliminary Activity:
TASK 1: PONDER ON
Give your comments about the following quotations.
Sources:
https://s-media-cache-ak0.pinimg.com/originals/f1/66/15/f16615b2876a4141bf586fb83efaa45b.jpg
http://i.quoteaddicts.com/media/q1/1556180.png
https://quotefancy.com/quote/3247/Mahatma-Gandhi-Earth-provides-enough-to-satisfy-everyman-s-needs-but-not-every-man-s
Activity:
TASK 2: THINK TANK
Provide possible solution/s for the following situation.
1. At home you have collected bags of old receipts, used papers,
worn out clothes, plastic bottles, and damaged toys.
2. Your nearby vacant lot has full of trash.
3. You watch from a TV program that there is a drive for cleaning the beach in
Lucena City.
Analysis:
TASK 3: WEIGHING SITUATION
Which of the following is considered to be a real situation? unreal
situation? Add more situations to the list and categorize them.
1. I have a billion dollar account.
2. The weather is nice.
3. My classmate has a mental telepathy.
4. Our classroom is fully air conditioned.
Abstraction:
PRESENT CONDITIONAL
The Present Real Conditional is used to talk about what you normally do in real-life
situations.
Form
[If / When ... Simple Present ..., ... Simple Present ...]
[... Simple Present ... if / when ... Simple Present ...]
We are an emerging division where excellence is a habit and allegiance for quality is a pledge.
Examples:
When I have a day off from work, I often go to the beach.
If the weather is nice, she walks to work.
Jerry helps me with my homework when he has time.
The Present Unreal Conditional is used to talk about what you would generally do
in imaginary situations
FORM
[If ... Simple Past ..., ... would + verb ...]
[... would + verb ... if ... Simple Past ...]
Examples:
She would travel around the world if she had more money. But she doesn’t have
much money.
I would read more if I didn't watch so much TV.
Mary would move to Japan if she spoke Japanese.
Application:
TASK 4: ON YOUR OWN
A. Below are three important social and environmental issues
today. We all know for a fact that in one way or another,
these issues do not benefit people, but also bring harm to
others. What is your stand in each of the illustrated issue? USE
PRESENT REAL CONDITIONALS in presenting your arguments.
MINING
https://3c1703fe8d.site.internapcdn.net/new
man/gfx/news/hires/2012/residentssay.jpg
OIL EXPLORATION
http://tafteastgate.ph/wp-content/uploads/
2015/02/oil-flare-cebu.jpg
We are an emerging division where excellence is a habit and allegiance for quality is a pledge.
QUARRYING
http://bulatlat.com/main/wp-content/uploads
/2014/06/Kalibutan-Quarrying-in-MontalbanRizal-1.jpg
B. Below are optimistic expressions of the status of social justice today. Do you
agree or disagree with the expressions below. Present your arguments using
PRESENT UNREAL CONDITIONALS.
1. We live in a fair and just society. I agree/I disagree because…
________________________________________________________________________
2. It is important to treat others with justice and fairness. I agree/disagree
because…
________________________________________________________________________
3. Revenge can sometimes be justified. I agree/disagree because…
________________________________________________________________________
4. There is justice and fairness in my school. I agree/disagree because
________________________________________________________________________
Assessment:
TASK 5: CHECKPOINT
A. Conjugate the verb in parentheses in the correct tense used in
the second conditional sentence.
1. If he _____ (work) more, he would finish in time.
2. They would do well on the test if they _____ (study) more.
3. If I _____ (be) you, I would run for president!
4. Mary _____ (buy) a new jacket if she had enough money.
5. If Jason flew to New York, he _____ (visit) the Empire State Building.
6. We _____ (take) a break, if our boss weren't so nervous today.
7. If Sally _____ (go), she wouldn't return!
8. Alan wouldn't know if you _____ (ask) him.
9. Jennifer _____ (refer) you for the position if she thought you were qualified.
10. Alison wouldn't help them if they _____ (not ask) for help.
We are an emerging division where excellence is a habit and allegiance for quality is a pledge.
B. Complete the following sentences using either real or unreal conditional
clauses.
1. If I felt better today, _________________________________.
2. If you get sick, ___________________________________.
3. If you had done what I told you, _______________________.
4. If anyone asks for me, _________________________________.
5. If anyone insults me, ______________________________.
6. If we have time, ___________________________.
7. If everybody feels this is a good idea, ______________________.
8. If the world population continues to grow, _______________________.
9. He would be happy if ____________________.
10. He would learn English faster if ___________________________.
11. We would have been there by now if ____________________.
12. You should exercise more often if ______________________.
13. We wouldn‘t have run out of gas if _______________________.
14. If I won the lottery, ___________________________.
15. I would give some money to the charities if ________________.
Source: http://www.azargrammar.com/assets/advanced/UUEGTeacher-Created
Worksheets/Worksheets20/RealUnrealCondClauses.pdf
We are an emerging division where excellence is a habit and allegiance for quality is a pledge.
CITY SCHOOLS DIVISION OF TAYABAS
Tayabas City
LESSON EXEMPLAR
Grade 9-English
Quarter:
Theme:
Sub-Theme:
Content Standard:
The learner demonstrates understanding
of hoe Anglo-American literature and
other text types serve as means of valuing
other people; also how to use processing
information strategies, different forms of
adverbs and conditionals for him/her to
play an active part in a Chamber Theatre
presentation.
I.
SECOND
Valuing Others and Their Circumstances
Overcoming Indifference
Performance Standard:
The learner proficiently plays an active
part in a Chamber Theatre presentation
through employing effective verbal and
non-verbal strategies based on the
following criteria: Focus, Voice, Delivery,
Facial Expressions, Style and Body
Movements or Gestures.
LEARNING COMPETENCY
EN9LT-IIf-15: Analyze literature as a means of valuing other people and their
various circumstances in life
EN9VC-IIf-23: Share personal opinion about the ideas presented in the material
viewed
Objectives:
1. Read the literary text and analyze the feeling it conveys
2. Make a judgment on circumstances that may be encountered in school,
home or community
3. Recognize that one‘s character can have an effect on others
II.
LEARNING CONTENT
Lesson: “By the Railway Side” by Alice Meynell
Materials:
1. Copy of the Literary Text
2. Tarpapel for the Activity
3. Copy of ―Writing a Short Essay‖ Rubric
References:
1. K to 12 Curriculum Guide (May 2016)
2. A Journey through Anglo-American Literature Learner‘s Material for English
3. Online References
We are an emerging division where excellence is a habit and allegiance for quality is a pledge.
III.
LEARNING TASKS
Introduction: Indifference can hinder harmonious relationship among people – as
it entails not caring about what other people do. Human relationships will
definitely not survive if people will become indifferent toward each other.
Therefore, indifference is a challenge that we all have to overcome.
Preliminary Activity:
TASK 1: UNLIKELY RAFFLE
Life is no longer possible on Earth. A rocket ship has been
built to carry six people to another planet and start a new
life. A raffle was done to select the final ten people whom
you can choose the final six from. Which six would you take
and which four would you leave behind and why?
Yes
No
A. A classmate who bullies you since grade school
B. Your teacher whom you find terrible
C. Your snobbish crush
D. A corrupt politician
E. Your family doctor with a fake professional license
F. Your nagging neighbor
G. A famous terrorist
H. A former convict
I.
Your stubborn sister or brother
J. Your lazy best friend
Activity:
TASK 2: TIME POD
Our indifference today can create an unknown impact in
the future.
With your group, decide what you would like to upload in
your TIME POD that, when opened in 3,000 years, would
let the future know what our present society was like.
TASK 3: HANDS DO THE TALKING
Say something about the picture.
Have you ever encountered the
same experience in school, at
home or in your community? Be
ready to share your answer with
the class.
Source: http://4.bp.blogspot.com/nZJ6czGH5UE/T
qOFwsaY9ZI/AAAAAAAAAB0/7RgY_sOoftM/s400/in
difference1.jpg
We are an emerging division where excellence is a habit and allegiance for quality is a pledge.
TASK 4: VOCABULARY DEVELOPMENT
Read the sentences below, and choose the meaning of the
highlighted word from the choices that follow. Encircle the letter
of your answer.
1. To say that God doesn't exist is blasphemous according to Christianity.
a. disrespectful
b. religious
c. godly
2. The audience ignored the man‘s clamor for change on social injustice.
a. silence
b. cry
c. agreement
3. They were spoken by a man who had false ideas as to what is convincing in
elocution.
a. inarticulation
b. mispronouncement
c. delivery
4. My signature is extremely hard to counterfeit.
a. imitate
b. authentic
c. valid
5. The lady was wearing a bourgeois dress just like any other woman in their
locale.
a. imaginative
b. traditional
c. adventurous
6. He can never forget the entreaties made which was agreed upon for quite
some time.
a. command
b. demand
c. request
Analysis:
TASK 5: DRAIN IN A TRAIN
Read “By the Railway Side” by Alice Meynell
with your group. The teacher will assign ―train
stations‖ in the text – which means your group
will stop reading when you reach the assigned
station and discuss the answer to the question
assigned in each station.
What would you do if you were in the train?
What would you feel if you were in that woman‘s shoes?
TASK 6: IN LINE WITH THE TEXT
Answer the following questions:
Group 1:
 What is implied by these lines found in the first paragraph – ―the sea was
burning blue and there were somberness and a gravity in the excesses of
the sun?
 How is the setting described?
We are an emerging division where excellence is a habit and allegiance for quality is a pledge.
Group 2:
 Why was the man speaking at the top of his voice In the station? What
was his purpose?
 How do you think people reacted to him? What do they feel and why?
Group 3:
 Why do you think was the woman trying to stop the man from talking
nonsense?
 What can you say about the man‘s character based on his actions?
Group 4:
 If that man was a known person, for example, he is a politician, a priest, or
a teacher, do you think people would listen to him? Why?
 If you were one of the passengers on that train who saw the incident, how
would you react? Explain your answer.
Group 5:
 How was indifference shown in the news article?
 How can your group help change the indifference of the people in the
text?
Abstraction:
TASK 6: WHAT A FEELING
Scan the text once again and list at least three (3) people in the
train. Analyze how the author described and felt as they
witnesses what happened. Write your answers in your notebook
by copying the chart below.
Character
Description of how they felt
Analysis in terms of implications
to real life
Application:
TASK 7: MUCH ADO ABOUT WHAT TO DO
What would you do if you got witnessed any of the situation below? With your
group, create a skit depicting the situation which will be assigned to your group.
Show how you will react or what you will do in the given condition.
 Two students beating up a classmate
 A classmate cheating in the periodical
examinations
 A classmate stealing another person’s purse
 A gang smoking inside the school premises
 A student vandalizing school property
We are an emerging division where excellence is a habit and allegiance for quality is a pledge.
TASK 8: CASE CLOSED
Pair up with a classmate and discuss your answer to the following tasks. Be ready
to share your answers with the class.
Case 1: Analyze the nutritional facts of the
food on the left. It is be served by a mother to
her
six-month
old
baby.
Would
you
recommend this food to her? Why or why
not? Justify your answer.
Case 2: You and your friends have been
waiting for the sequel of your most favorite
movie series. However, you found out that the
movie is not restricted to an audience 18
years and above. Your friends who are all
under 18 presented fake IDs just to see the
movie. Would you go with them?
Case 3: You have volunteered in the relief
operations of your school organization.
Since the goods are limited, you have to
give one pack of goods per family. You
have noticed that a mother told her eight
children to stand in line so that each one of
them would get one pack of goods each.
What would you do?
Assessment:
TASK 9: ENDURING UNDERSTANDING
After accomplishing several activities in this lesson, it‘s now time to give an
answer to this question.
How can your character affect others?
Write a short essay about your insights on how one‘s character can affect others.
Create a title that best suits the theme of the essay.
We are an emerging division where excellence is a habit and allegiance for quality is a pledge.
SHORT ESSAY RUBRIC
Criteria
Focus and
Details
Organization
Word
Choice
Sentence
Structure,
Grammar,
Mechanics,
& Spelling
4
There is one clear,
well focused topic.
Main ideas are clear
and are well
supported by
detailed and
accurate
information.
The introduction is
inviting, states the
main topic, and
provides an
overview of the
paper. Information is
relevant and
presented in a
logical order. The
conclusion is strong
The author uses vivid
words and phrases.
The choice and
placement of words
seems accurate,
natural, and not
forced.
All sentences are
well constructed
and have varied
structure and length.
The author makes no
errors in grammar,
mechanics, and/or
spelling.
3
2
1
There is one clear,
well focused topic.
Main ideas are clear
but are not well
supported by
detailed information.
There is one topic.
Main ideas are
somewhat clear.
The topic and main
ideas are not clear.
The introduction
states the main
topic and provides
an overview of the
paper. A conclusion
is included.
The introduction
states the main
topic. A conclusion
is included.
There is no clear
introduction,
structure, or
conclusion.
The author uses vivid
words and phrases.
The choice and
placement of words
is inaccurate at
times and/or seems
overdone.
The author uses
words that
communicate
clearly, but the
writing lacks variety
The writer uses a
limited vocabulary.
Jargon or clichés
may be present and
detract from the
meaning.
Most sentences are
well constructed
and have varied
structure and length.
The author makes a
few errors in
grammar,
mechanics, and/or
spelling, but they do
not interfere with
understanding.
Most sentences are
well constructed,
but they have a
similar structure
and/or length. The
author makes
several errors in
grammar,
mechanics, and/or
spelling that interfere
with understanding.
Sentences sound
awkward, are
distractingly
repetitive, or are
difficult to
understand. The
author makes
numerous errors in
grammar,
mechanics, and/or
spelling that interfere
with understanding.
Source: http://www.readwritethink.org/files/resources/printouts/Essay%20Rubric.pdf
We are an emerging division where excellence is a habit and allegiance for quality is a pledge.
BY THE RAILWAY SIDE
by Alice Meynell
My train drew near to the Via Reggio platform on a day between two of the
harvests of a hot September; the sea was burning blue, and there were a somberness
and a gravity in the very excesses of the sun as his fires brooded deeply over the
serried, hardy, shabby, seaside ilex-woods. I had come out of Tuscany and was on my
way to the Genovesato: the steep country with its profiles, bay by bay, of successive
mountains grey with olive-trees, between the flashes of the Mediterranean and the sky;
the country through the which there sounds the twanging Genoese language, a thin
Italian mingled with a little Arabic, more Portuguese, and much French.
I was regretful at leaving the elastic Tuscan speech, canorous in its vowels set in
emphatic L's and m's and the vigorous soft spring of the double consonants. But as the
train arrived its noises were drowned by a voice declaiming in the tongue I was not to
hear again for months--good Italian.
The voice was so loud that one looked for the audience: Whose ears was it seeking
to reach by the violence done to every syllable, and whose feelings would it touch by
its insincerity? The tones were insincere, but there was passion behind them; and most
often passion acts its own true character poorly, and consciously enough to make
good judges think it a mere counterfeit.
Hamlet, being a little mad, feigned madness. It is when I am angry that I pretend to
be angry, so as to present the truth in an obvious and intelligible form. Thus even before
the words were distinguishable it was manifest that they were spoken by a man in
serious trouble who had false ideas as to what is convincing in elocution.
When the voice became audibly articulate, it proved to be shouting blasphemies
from the broad chest of a middle-aged man--an Italian of the type that grows stout
and wears whiskers. The man was in bourgeois dress, and he stood with his hat off in
front of the small station building, shaking his thick fist at the sky. No one was on the
platform with him except the railway officials, who seemed in doubt as to their duties in
the matter, and two women.
Of one of these there was nothing to remark except her distress. She wept as she
stood at the door of the waiting-room. Like the second woman, she wore the dress of
the shopkeeping class throughout Europe, with the local black lace veil in place of a
bonnet over her hair. It is of the second woman--O unfortunate creature!--that this
record is made--a record without sequel, without consequence; but there is nothing to
be done in her regard except so to remember her. And thus much I think I owe after
having looked, from the midst of the negative happiness that is given to so many for a
space of years, at some minutes of her despair. She was hanging on the man's arm in
her entreaties that he would stop the drama he was enacting. She had wept so hard
that her face was disfigured. Across her nose was the dark purple that comes with
overpowering fear. Haydon saw it on the face of a woman whose child had just been
run over in a London street.
I remembered the note in his journal as the woman at Via Reggio, in her intolerable
hour, turned her head my way, her sobs lifting it. She was afraid that the man would
throw himself under the train. She was afraid that he would be damned for his
blasphemies; and as to this her fear was mortal fear. It was horrible, too, that she was
humpbacked and a dwarf.
Not until the train drew away from the station did we lose the clamour. No one had
tried to silence the man or to soothe the woman's horror. But has any one who saw it
forgotten her face? To me for the rest of the day it was a sensible rather than a merely
mental image.
Constantly a red blur rose before my eyes for a background, and against it
appeared the dwarf's head, lifted with sobs, under the provincial black lace veil. And
at night what emphasis it gained on the boundaries of sleep! Close to my hotel there
was a roofless theatre crammed with people, where they were giving Offenbach. The
operas of Offenbach still exist in Italy, and the little town was placarded with
announcements of La Bella Elena.
The peculiar vulgar rhythm of the music jigged audibly through half the hot night,
and the clapping of the town's-folk filled all its pauses. But the persistent noise did but
accompany, for me, the persistent vision of those three figures at the Via Reggio station
in the profound sunshine of the day.
We are an emerging division where excellence is a habit and allegiance for quality is a pledge.
CITY SCHOOLS DIVISION OF TAYABAS
Tayabas City
LESSON EXEMPLAR
Grade 9-English
Quarter:
Theme:
Sub-Theme:
SECOND
Valuing Others and Their Circumstances
Overcoming Indifference
Content Standard:
The learner demonstrates understanding
of how Anglo-American literature and
other text types serve as means of valuing
other people; also how to use processing
information strategies, different forms of
adverbs and conditionals for him/her to
play an active part in a Chamber Theatre
presentation.
I.
Performance Standard:
The learner proficiently plays an active
part in a Chamber Theatre presentation
through employing effective verbal and
non- verbal strategies based on the
following criteria: Focus, Voice, Delivery,
Facial Expressions, Style and Body
Movements or Gestures.
LEARNING COMPETENCY
EN9G-IIe- 20: Use conditionals in expressing arguments
Objectives:
1. Identify present, past, and future conditional verbs in sentences
2. Supply the correct form of conditional verbs in sentences
2. Use conditionals in expressing arguments
3. Show cooperation in group activities involving forming conditionals
II.
LEARNING CONTENT
Lesson: Present, Past and Future Conditionals
Materials:
1. Tarpapel
2. Pen and Paper
3. Metacards
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
4. Interactive English (pp. 119-125)
5. Online References
We are an emerging division where excellence is a habit and allegiance for quality is a pledge.
III.
LEARNING TASKS
Introduction: Every action may result to a possible outcome or hypothetical
situations and consequences. Consider the following sentences:
“If a certain condition is true, then a particular result happens.”
“I would travel around the world if I won the lottery.”
“When water reaches 100 degrees, it boils.”
Preliminary Activity:
TASK 1: POSSIBLE OUTCOME
Show a likely or possible outcome that will probably happen if a specific
condition is met.
Source: http://primer.com.ph/tips-guides/wp-content/uploads/sites/5/2016/02/filipino-time-1.jpg
Activity:
TASK 2: DIFFERENTIATED ACTIVITIES
You will be divided into five (5) groups. Work together for the task
that will be assigned to you.
Group 1
The boy wanted a pair of blue suede shoes, so he tried to snatch Mrs. Jones‘ purse or
pocketbook. What he did was wrong, of course. If you were the boy‘s friends, what
advice would you give him so that he would get his pair of blue suede shoes without
violating the rights of other people.
Group 2
Discuss the causes of juvenile delinquency and how you can help young people like
you to be responsible and law-abiding. Specify the activities that the youth can
organize or participate in.
Group 3
Write a script based on the first part of the story when the boy snatched Mrs. Jones‘
purse.
Group 4
Interpret the diagram about the social problems in the country. What do these
images show?
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Group 5
Express your opinion about the images above. Share output to class.
Analysis:
TASK 3: LET‟S GO BACK
Imagine you have a time machine. If you go back in time, what will
you change?
TASK 4: IF ONLY
A. Complete the phrases below.
1. If Luisa had eaten less, …
2. If Joanne had watered the plants, …
3. If Shiela had gone home early, …
4. If cooler heads had not intervened, …
5. If conditions had not been different, …
6. The swimming would have been more enjoyable if …
7. We would not have been late if …
8. The business would have prospered if …
9. The house would have been completely demolished …
TASK 5: IN FOCUS
Have you been specific with the verbs you used? Go over the
discussion of conditionals. Afterwards, go back to the previous
activity and change the verbs if you have not formed them
correctly.
Study the following sentences:
If I go to my friend’s house for dinner, I usually take a bottle of wine or some
flowers.
If I go to my friend’s house for dinner, I usually will take a bottle of wine or some
flowers.
If I went to my friend’s house for dinner, I usually took a bottle of wine or some
flowers.
PRESENT CONDITIONAL
USE
The Present Real Conditional is used to talk about what you normally do in real-life
situations.
FORM
[If / When ... Simple Present ..., ... Simple Present ...]
[... Simple Present ... if / when ... Simple Present ...]
Examples:
1. When I have a day off from work, I often go to the beach.
2. If the weather is nice, she walks to work.
3. Jerry helps me with my homework when he has time.
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USE
The Present Unreal Conditional is used to talk about what you would generally do in
imaginary situations
FORM
[If ... Simple Past ..., ... would + verb ...]
[... would + verb ... if ... Simple Past ...]
Examples:
1. She would travel around the world if she had more money. But she doesn't
have much money.
2. I would read more if I didn't watch so much TV.
3. Mary would move to Japan if she spoke Japanese.
PAST CONDITIONALS
USE
The Past Real Conditional describes what you used to do in particular real-life
situations. It suggests that your habits have changed and you do not usually do
these things today.
FORM
[If / When ... Simple Past ..., ... Simple Past ...]
[... Simple Past... if / when ... Simple Past ...]
Examples:
1. When I had a day off from work, I often went to the beach. Now, I never get
time
off.
2. If the weather was nice, she often walked to work. Now, she usually drives.
3. Jerry always helped me with my homework when he had time. But he doesn't
do that anymore.
USE
The Past Unreal Conditional is used to talk about imaginary situations in the past. You
can describe what you would have done differently or how something could have
happened differently if circumstances had been different.
FORM
[If ... Past Perfect ..., ... would have + past participle ... ]
[... would have + past participle ... if ... Past Perfect ...]
Examples:
1. If I had owned a car, I would have driven to work. But I didn't own one, so I
took the bus.
2. I would have read more as a child if I hadn't watched so much TV.
Unfortunately, I did watch a lot of TV, so I never read for entertainment.
3. Mary would have gotten the job and moved to Japan if she had studied
Japanese in school instead of French.
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FUTURE CONDITIONAL
USE
The Future Real Conditional describes what you think you will do in a specific
situation in the future. It is different from other Real Conditional forms because,
unlike the present or the past, you do not know what will happen in the future.
Although this form is called "real", you are usually imagining or guessing about the
future. It is called "real" because it is still possible that the action might occur in the
future.
FORM
[If / When ... Simple Present ..., ... Simple Future ...]
[... Simple Future ... if / when ... Simple Present ...]
* Notice that there is no future in the if- or when-clause.
Examples:
1. When I have a day off from work, I am going to go to the beach.
I have to wait until I have a day off.
2. If the weather is nice, she is going to walk to work.
It depends on the weather.
3. Jerry will help me with my homework when he has time.
I have to wait until he has time.
USE
The Future Unreal Conditional is used to talk about imaginary situations in the future.
It is not as common as the Future Real Conditional because English speakers often
leave open the possibility that anything MIGHT happen in the future. It is only used
when a speaker needs to emphasize that something is impossible.
FORM 1 (Most Common Form)
[If ... Simple Past ..., ... would + verb ...]
[... would + verb ... if ... Simple Past ...]
* Notice that this form looks the same as Present Unreal Conditional.
Examples:
1. If I had a day off from work next week, I would go to the beach.
I don't have a day off from work.
2. I am busy next week. If I had time, I would come to your party.
I can't come.
3. Jerry would help me with my homework tomorrow if he didn't have to work.
He does have to work tomorrow.
USE
Form 2 of the Future Unreal Conditional is also used to talk about imaginary situations
in the future. Native speakers often prefer this form over Form 1 to emphasize that the
conditional form is in the future rather than the present.
FORM 2
[If ... were + present participle ..., ... would be + present participle ...]
[... would be + present participle ... if ... were + present participle ...]
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Examples:
1. If I were going to Fuji next week, I would be taking my scuba diving gear with
me.
2. If I were not visiting my grandmother tomorrow, I would help you study.
3. I am busy next week. If I had time, I would be coming to your party.
USE
Form 3 of the Future Unreal Conditional is a variation of Form 2 which is also used to
talk about imaginary situations in the future. Notice that this form is only different from
Form 2 in the if-clause. Native speakers use Form 3 to emphasize that the conditional
form is a plan or prediction in the same way "be going to" is used to indicate a plan or
prediction.
FORM 3
[If ... were going to + verb ..., ... would be + present participle ...]
[... would be + present participle ... if ... were going to + verb ...]
Examples:
1. If I were going to go to Fuji next week, I would be taking my scuba diving gear
with me.
2. I am not going to go to Fuji and I am not going to take my scuba gear with
me.
3. If I were not going to visit my grandmother tomorrow, I would help you study.
Source: http://englishpage.com/
Abstraction:
TASK 6: MUCH ADO ABOUT WHAT TO DO
Read the situations presented. Create bubble strips or comic
strips to explain what you would say if given the chance to
confront the person who committed a wrong deed. Use past
conditionals in expressing your answers.
1. A classmate who was suspended for etching his name on a wooden arm
chair.
2. A student who was sent to the guidance office for asking for excessive change
in a school canteen.
3. A friend who was caught by the librarian trying to steal a journal from the
library.
4. Your sibling who was scolded by your parents for cutting classes and playing
online games instead.
5. A classmate who was reprimanded for creating hearsays about a teacher.
COMIC STRIP RUBRIC
Creativity
4
3
2
1
The pictures and
captions reflect an
exceptional degree
of student creativity.
There is great
attention to detail.
All but 1 of the
pictures and
captions reflect an
exceptional degree
of student creativity.
All but 2 of the
pictures and
captions reflect an
exceptional degree
of student creativity.
More than 2 of the
pictures and
captions reflect
little degree of
student creativity.
We are an emerging division where excellence is a habit and allegiance for quality is a pledge.
Characters
and Dialogue
The main characters
are clearly
identified, and their
actions and
dialogue are wellmatched to each
other.
The main characters
are clearly
identified, and their
actions and
dialogue match
most of the time.
The main characters
are identified but
not well developed
and their actions
and dialogue are
too general.
It is hard to tell
who the main
characters are.
Spelling,
Punctuation,
and Grammar
There are no
spelling,
punctuation, or
grammar errors.
There are 1-3
spelling,
punctuation, or
grammar errors.
There are 4-5
spelling,
punctuation, and
grammar errors.
There are more
than 5 spelling,
punctuation, and
grammar errors.
Time and
Effort
Class time was used
wisely. Much time
and effort went into
the planning and
design of the comic.
Class time was used
wisely; however, the
student could have
put in more time
and effort into the
planning.
Class time was used
wisely; however, the
student could have
put more time and
effort into the
design.
Class time was not
used wisely.
Reference: teacherweb.com/NJ/ManchesterTownshipHighSchool/.../Rubric_for_Comic_Strip.doc
Application:
TASK 7: TEST YOURSELF
Answer the following drills in the use of conditional verbs.
A. Present Real and Unreal Conditional
Michael: Sharon, I am having some problems at work, and I was wondering if you
might be able to give me some advice.
Sharon: Sure, what's the problem?
Michael: The computer sales business is more difficult than I thought. When
customers (come) ______________ in to look at the new computer models,
they often (ask)me which model they should buy. If they (ask) __________
me to suggest a model, I (be) ________ usually quite honest with them.
Most computer users don't need a very advanced computer; they just
need a basic model which they can use for word-processing,
bookkeeping and Internet access. If I am honest and I (recommend)
__________ one of the cheaper models, my boss (get) ____________ angry
at me. He always says that a good salesperson can convince a customer
to buy one of the more expensive advanced models. I don't really feel
comfortable doing that. What would you do in my situation? Isn't it wrong
to make them buy something which they don't need?
Sharon: I think you should help your customers make an intelligent decision. If I (be)
_______ you, I (educate) ________ the customers. I (teach) __________ them
how to make a good decision by themselves. I (make, not) _________ the
decision for them. When a customer (ask) __________ a question, answer it
honestly. You don't need to lie to the customer, and you don't need to
make the decision for them.
Michael: When I (sell) _________ an inexpensive computer to a customer, my boss
(complain)__________ that I am not trying hard enough. What would you
tell him?
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B. Past Real and Unreal Conditional
Clarence: Mary, have you ever had a teacher who changed your life or influenced
you greatly?
Mary: Yes. But the teacher influenced me in a very negative way. I have always
had problems with math, and I think it comes from my seventh grade math
teacher, Mr. Harris. He thought girls couldn't do math. When any girl (ask)
_______________a question, he always (sigh) ___________ and (say)
_____________ , "Girls can't do math. It's a well-known fact." When a boy (ask)
___________ a question, he (smile) _______________ and (ask) __________ for his
answer.
Clarence: That's terrible! Your teacher actually said that to you?
Mary: Yes. If he ever did let me answer a question, and I actually got it right, he
always (say) ______________ that it was a lucky guess.
Clarence: Your parents (should, do) _____________ something about him. They
(could, go) ___________to the principle of the school and complained
about the way Mr. Harris treated the girls. If you (be) __________my child, I
(demand) _________that such an irresponsible teacher be fired.
Mary: You're right! If somebody (force) __________ Mr. Harris to treat the children
equally, I (become) ____________ more confident in math. His behavior
(might, affect) ____________ every girl in that class.
Clarence: It might have. I'm glad our children don't have teachers like that!
C. Future Real and Unreal Conditional
1. Researchers are visiting Loch Ness next week to see if they can find signs of the
Loch Ness Monster. I seriously doubt they will find anything. If they did actually
manage to find something, I am sure they (become) ___________________ world
famous.
2. I am going to go to California next week on business. If I have enough time, I
(visit) _______________my friends in Los Angeles.
3. Sally has always been interested in pre-Columbian cultures. When she (go) to
Mexico, she (visit) __________Chichen Itza, the most famous Mayan site in the
Yucatan.
4. We are driving from Las Vegas to Death Valley next week by way of Pahrump, a
town located on the edge of the infamous Area 51. Area 51 is well known for its
UFO sightings. If I (see) _________ any aliens, I will be sure to take a picture for you.
Just kidding!
5. I am afraid I won't be able to come to your wedding next week because my
company is sending me to New York to attend a trade show. I (miss, never)
___________ your wedding if I (have) ________a choice in the matter.
We are an emerging division where excellence is a habit and allegiance for quality is a pledge.
Assessment:
TASK 8: CHECKPOINT
Using the words in parentheses, complete the text below following the
example given with the appropriate conditional form.
1.a. She will take care of the children for us next weekend because her business
trip was canceled.
1.b. But, she (take, not) would not be taking care of the children for us next
weekend if her business trip (be, not) had not been canceled.
2.a. Tom is not going to come to dinner tomorrow because you insulted him
yesterday.
2.b. But, he (come) _________
if you (insult) _________
him.
3.a. Marie is unhappy because she gave up her career when she got married.
3.b. But, Marie (be) _________ happy if she (give, not) _________ up her career
when she got married.
4.a. Dr. Mercer decided not to accept the research grant at Harvard because
he is going to take six months off to spend more time with his family.
4.b. But, Dr. Mercer (accept) _________
(take, not) _________
the research grant at Harvard if he
six months off to spend more time with his family.
5.a. Professor Schmitz talked so much about the Maasai tribe because she is an
expert on African tribal groups.
5.b. But, Professor Schmitz (talk, not) _________
if she (be, not) _________
so much about the Maasai tribe
an expert on African tribal groups.
6.a. I am unemployed because I had a disagreement with my boss and I was
fired.
6.b. But, I (be, not) _________
unemployed if I (have, not) _________
disagreement with my boss and I (be, not) _________
a
fired.
7.a. Nicole speaks Chinese fluently because she lived in China for ten years.
7.b. But, Nicole (speak, not) _________
in
Chinese fluently if she (live, not) _________
China for ten years.
8.a. I will not help you study for your test because you have spent the last two
weeks partying
and wasting time.
8.b. But, I (help) _________
you study for your test if you (spend, not) _________
the last two weeks partying and wasting time.
9.a. Eleanor and Ben are not going skiing with us this year because Eleanor just
had a baby.
9.b. But, Eleanor and Ben (go) _________
not, just) _________
skiing with us this year if Eleanor (have,
a baby.
10.a. I am completely exhausted, so I will not go with you to the movies tonight.
10.b. But, if I (be, not) _________
completely exhausted, I (go) _________
you to the movies tonight.
We are an emerging division where excellence is a habit and allegiance for quality is a pledge.
with
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 valuing
other people; also how to use processing
information strategies, different forms of
adverbs and conditionals for him/her to
play an active part in a Chamber Theatre
presentation.
I.
SECOND
Valuing Others and Their Circumstances
Working with Others
Performance Standard:
The learner proficiently plays an active
part in a Chamber Theatre presentation
through employing effective verbal and
non-verbal strategies based on the
following criteria: Focus, Voice, Delivery,
Facial Expressions, Style and Body
Movements and Gestures.
LEARNING COMPETENCY
EN9LC-Iii-8.2: Judge the relevance and worth of ideas presented
EN9OL-IIa-3.7: Employ varied verbal and non-verbal strategies to create impact
on the audience while delivering lines in a Readers Theater or
Chamber Theater
Objectives:
1. Identify the meaning of words taken from a literary text
2. Judge the relevance and worth of ideas presented in the video and the
story
3. Perform a Chamber Theatre or Readers Theatre based from the crafted
prose piece
II.
LEARNING CONTENT
Lesson: “Thank You, Ma’am” by Langston Hughes
Materials:
1. Laptop
2. Projector
3. 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
We are an emerging division where excellence is a habit and allegiance for quality is a pledge.
III.
LEARNING TASKS
Introduction: ―Beginning today, treat everyone you meet as if they were going to
be dead by midnight. Extend to them all the care, kindness and understanding
you can muster, and do it with no thought of any reward. Your life will never be
the same again. ―
- Og Mandino
Preliminary Activity:
TASK 1: RANDOM THOUGHTS
Do you agree with this quotation? Share your thoughts to the class.
Activity:
TASK 2: KINDNESS BEGETS KINDNESS
View the video entitled ―Life Vest Inside – Kindness Boomerang‖
through this link: http://www/youtube.com/watch?v=nwAYpLVyeFU
Guide Questions:
 What is the video all about?
 In what way was ―working with
others‖ shown in the video?
 Why is it entitled Kindness
Boomerang?
 Do you believe that people
nowadays can actually help and
work with each other with kindness?
TASK 3: WORD CLIMB
Each of the numbered vocabulary words appears in
Hughes‘s story. Look at the four suggested definitions for
each word and circle the correct one.
1.
2.
3.
4.
5.
6.
7.
8.
tug
permit
stoop
frail
bothering
sweat
snatch
frowned
a. force
a. allow
a. forget
a. strong
a. whispering
a. perspiration
a. trick
a. grimaced
b. pull
b. keep
b. run away
b. tall
b. annoying
b. cake
b. watch
b. discovered
c. steal
c. push
c. bend over
c. athletic
c. stealing
c. dessert
c. grab
c. smiled
d. shoot
d. worry
d. fool
d. delicate
d. meeting
d. blasphemy
d. follow
d. laughed
We are an emerging division where excellence is a habit and allegiance for quality is a pledge.
Analysis:
TASK 4: SILENT READING
Read the story ―Thank You, Ma‘am‖ by Langston
Hughes on pages 219-223. You will be instructed by
the teacher to read the story by portion and the
following questions will be inserted in between those
portions.
Questions to Answer:
1. If you were Roger, would you trust Mr. Jones right away?
2. If you were Roger, would you run?
3. What did Roger feel at this moment?
4. Remember the most recent act of kindness you did for someone. Why did you
do it?
TASK 5: DELVE DEEPER
Get a partner and discuss your common response to each question.
1. How did Mrs. Jones react when Roger try to steal her purse?
2. Was her reaction believable? Why or why not?
3. When they arrived at the boarding house, what do you think Roger was
planning to do?
4. Did Mrs. Jones like the boy? Why? Why not?
5. Do you think Roger‘s encounter with Mrs. Jones altered his life? In what way?
6. Why did Hughes title the story, Thank You, Ma’am?
7. In what way did the characters show what they had accomplished at the end
of the story?
Abstraction:
TASK 6: GROUP THOUGHT
GROUP 1
Think back of how Rudyard Kipling in his poem If inspired
us in leading a life with purpose (Module 1 Lesson 6).
Imagine that Roger in Thank You, Ma’am and Rudyard
Kipling meet. If the two spoke about how to work well
with others, what could be the topic of their
conversation? Now, create a dialogue between Rudyard
Kipling and Roger about helping other people no matter
what the consequences are.
GROUP 2
The story ended the young boy leaving the room of the lady. Write a different
ending to the story.
GROUP 3
Have you ever had a purse or wallet stolen from you? Discuss the things one
must do after losing his/her wallet.
Step 1: ______________________________________________________________________
Step 2: ______________________________________________________________________
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GROUP 4
Juvenile crime can be a problem anywhere in the world. Discuss such related
current problems here in the country.
GROUP 5
The chance encounter between Roger and Mrs. Jones is likely to change the
course of his life. What would Roger become in the future?
Application:
TASK 7: KIND DEEDS LOG
Are you up to a challenge? In one week, make a log of the random acts of
kindness you have done. No matter how big or small your act is, it‘s counted in.
Place your deeds on each box of the game board until you reach the last stop.
I lent my
classmate a
pen.
Assessment:
TASK 8: A PIECE TO READ
Continue the story, assuming that the characters meet again. From that,
compose a short prose piece for a Readers Theatre or Chamber Theatre
using appropriate and creative use of adverbs and conditionals.
CHAMBER THEATER/READERS THEATRE PIECE RUBRIC
Main Topic
Supporting
Sentences and
Elaborating
Details
4
3
2
1
Main idea
sentences are
clear, correctly
placed, and are
restated in the
closing sentence.
Main idea
sentences are
either unclear or
incorrectly
placed, and are
restated in the
closing sentence.
Main idea
sentence are
unclear and
incorrectly
placed, and
restated in the
closing sentence.
Paragraph(s)
have three or
more supporting
sentences that
relate back to
the main idea.
Each supporting
sentence has
several
elaborating
detail sentences.
Paragraph(s)
have two
supporting
sentences that
relate back to
the main idea.
Each supporting
sentence has at
least two
elaborating
detail sentences.
Paragraph(s)
have one
supporting
sentence that
relate back to
the main idea.
Each supporting
sentence has
one elaborating
detail sentence.
Main idea
sentences are
unclear and
incorrectly
placed, and are
not restated in
the closing
sentence.
Paragraph(s)
have no
supporting
sentences that
relate back to
the main idea.
Each supporting
sentence has no
elaborating
detail sentence.
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Coherence
Mechanics and
Grammar
Ideas are very
clear.
Paragraph has
no errors in the
use of adverbs,
conditionals,
punctuation,
capitalization,
and spelling.
Ideas are quite
clear.
Paragraph has
one or two
adverbs,
conditionals,
punctuation,
capitalization,
and spelling
errors.
Ideas are fairly
clear.
Paragraph has
three to five
adverbs,
conditionals,
punctuation,
capitalization,
and spelling
errors.
Ideas are not
clear.
Paragraph has six
or more adverbs,
conditionals,
punctuation,
capitalization,
and spelling
errors.
Source: English 9 Learner’s Material, p. 230
TASK 9: GRAND PERFORMANCE
You will deliver your written piece for a Readers Theatre or
Chamber
Theater.
Listen
to
your
teacher‘s
further
instructions. Let the rubrics below be your guide in
performing the culminating activity.
CHAMBER THEATRE PRESENTATION RUBRIC
4
Beginner
3
Satisfactory
2
Proficient
Vocal/
Verbal
Expression
Little verbal or
vocal use.
Expression
monotone or
difficult to hear.
Occasionally
demonstrates
variety in one or
two of the criteria.
Expression is mostly
understandable.
Demonstrates
variety in volume,
tone, pitch and
voice quality.
Expression is
interesting and
understandable.
Effect on
Audience
Audience is
confused.
Audience follows
performance
politely.
Audience clearly
enjoys
performance.
Focus
Performance
inconsistent.
Performance
mostly consistent
and relatively
smooth.
Flashes of
spontaneity and
style enliven solid
performance.
Enunciation and
Volume
Words are not
clearly enunciated.
Presentation is
incomprehensible.
Voice is inaudible.
Some words are
clearly enunciated.
Some of the
presentation is
comprehensible.
Volume is too low.
Most words are
clearly enunciated.
Most of the
presentation is
comprehensible.
Volume is
adequate,
Preparedness
and
Professionalism
Students have not
practiced and/or
planned
presentation
thoroughly.
Attendance for
rehearsals and
performances
consistently late or
not at all.
Students have
practiced and a
general outline with
some details is in
place. Attendance
for every rehearsal
and performances
late at times.
Students have
practiced and the
outline is clear and
ordered. Most
details are planned
ahead. Attend
nearly every
rehearsal and
every
performance.
1
Excellent
Demonstrates
variety in volume,
tone, pitch and
voice quality
appropriate to the
character.
Expression
enhances
character/situation.
Audience is deeply
engaged, eager to
follow performance
and responds
enthusiastically.
Performance is
alive and explores
the bounds of
forms.
All words are
clearly enunciated.
Presentation is
easily understood.
Volume projects
well. All audience
members can
easily hear the
presentation.
Students are well
prepared It is
obvious from the
polish and ease of
the performance
that much practice
and planning has
taken place. On
time in all
rehearsals and
performances.
Total
Source: English 9 Learner’s Material, pp. 231-232
We are an emerging division where excellence is a habit and allegiance for quality is a pledge.
THANK YOU, MA‟AM
by Langston Hughes
She was a large woman with a large purse that had everything in it but hammer
and nails. It had a long strap, and she carried it slung across her shoulder. It was about
eleven o‘clock at night, and she was walking alone, when a boy ran up behind her
and tried to snatch her purse. The strap broke with the single tug the boy gave it from
behind. But the boy‘s weight and the weight of the purse combined caused him to lose
his balance so, instead of taking off full blast as he had hoped, the boy fell on his back
on the sidewalk, and his legs flew up. The large woman simply turned around and
kicked him right square in his blue-jeaned sitter. Then she reached down, picked the
boy up by his shirt front, and shook him until his teeth rattled.
After that the woman said, ―Pick up my pocketbook, boy, and give it here.‖ She still
held him. But she bent down enough to permit him to stoop and pick up her purse.
Then she said, ―Now ain‘t you ashamed of yourself?‖
Firmly gripped by his shirt front, the boy said, ―Yes‘m.‖
The woman said, ―What did you want to do it for?‖
The boy said, ―I didn‘t aim to.‖
She said, ―You a lie!‖
By that time two or three people passed, stopped, turned to look, and some stood
watching.
―If I turn you loose, will you run?‖ asked the woman.
―Yes‘m,‖ said the boy.
―Then I won‘t turn you loose,‖ said the woman. She did not release him.
―I‘m very sorry, lady, I‘m sorry,‖ whispered the boy.
―Um-hum! And your face is dirty. I got a great mind to wash your face for you. Ain‘t
you got nobody home to tell you to wash your face?‖
―No‘m,‖ said the boy.
―Then it will get washed this evening,‖ said the large woman starting up the street,
dragging the frightened boy behind her.
He looked as if he were fourteen or fifteen, frail and willow-wild, in tennis shoes and
blue jeans.
The woman said, ―You ought to be my son. I would teach you right from wrong.
Least I can do right now is to wash your face. Are you hungry?‖
―No‘m,‖ said the being dragged boy. ―I just want you to turn me loose.‖
―Was I bothering you when I turned that corner?‖ asked the woman.
―No‘m.‖
―But you put yourself in contact with me,‖ said the woman. ―If you think that that
contact is not going to last awhile, you got another thought coming. When I get
through with you, sir, you are going to remember Mrs. Luella Bates Washington Jones.‖
Sweat popped out on the boy‘s face and he began to struggle. Mrs. Jones
stopped, jerked him around in front of her, put a half-nelson about his neck, and
continued to drag him up the street. When she got to her door, she dragged the boy
inside, down a hall, and into a large kitchenette-furnished room at the rear of the
house. She switched on the light and left the door open. The boy could hear other
roomers laughing and talking in the large house. Some of their doors were open, too, so
he knew he and the woman were not alone. The woman still had him by the neck in
the middle of her room.
She said, ―What is your name?‖
―Roger,‖ answered the boy.
―Then, Roger, you go to that sink and wash your face,‖ said the woman, whereupon
she turned him loose—at last. Roger looked at the door—looked at the woman—
looked at the door—and went to the sink.
―Let the water run until it gets warm,‖ she said. ―Here‘s a clean towel.‖
―You gonna take me to jail?‖ asked the boy, bending over the sink.
―Not with that face, I would not take you nowhere,‖ said the woman. ―Here I am
trying to get home to cook me a bite to eat and you snatch my pocketbook! Maybe,
you ain‘t been to your supper either, late as it be. Have you?‖
―There‘s nobody home at my house,‖ said the boy.
―Then we‘ll eat,‖ said the woman, ―I believe you‘re hungry—or been hungry—to try
to snatch my pocketbook.‖
If you were Roger, would you trust Mrs. Jones right away?
We are an emerging division where excellence is a habit and allegiance for quality is a pledge.
―I wanted a pair of blue suede shoes,‖ said the boy.
―Well, you didn‘t have to snatch my pocketbook to get some suede shoes,‖ said
Mrs. Luella Bates Washington Jones. ―You could of asked me.‖
―M‘am?‖
The water dripping from his face, the boy looked at her. There was a long pause. A
very long pause. After he had dried his face and not knowing what else to do dried it
again, the boy turned around, wondering what next. The door was open. He could
make a dash for it down the hall. He could run, run, run, run, run!
The woman was sitting on the day-bed. After a while she said, ―I were young once
and I wanted things I could not get.‖
There was another long pause. The boy‘s mouth opened. Then he frowned, but not
knowing he frowned.
The woman said, ―Um-hum! You thought I was going to say but, didn‘t you? You
thought I was going to say, but I didn‘t snatch people‘s pocketbooks. Well, I wasn‘t
going to say that.‖ Pause. Silence.
―I have done things, too, which I would not tell you, son—neither tell God, if he
didn‘t already know. So you set down while I fix us something to eat. You might run that
comb through your hair so you will look presentable.‖
In another corner of the room behind a screen was a gas plate and an icebox. Mrs.
Jones got up and went behind the screen. The woman did not watch the boy to see if
he was going to run now, nor did she watch her purse which she left behind her on the
daybed. But the boy took care to sit on the far side of the room where he thought she
could easily see him out of the corner of her eye, if she wanted to. He did not trust the
woman not to trust him. And he did not want to be mistrusted now.
―Do you need somebody to go to the store,‖ asked the boy, ―maybe to get some
milk or something?‖
―Don‘t believe I do,‖ said the woman, ―unless you just want sweet milk yourself. I was
going to make cocoa out of this canned milk I got here.‖
―That will be fine,‖ said the boy.
She heated some lima beans and ham she had in the icebox, made the cocoa,
and set the table. The woman did not ask the boy anything about where he lived, or his
folks, or anything else that would embarrass him.
Instead, as they ate, she told him about her job in a hotel beauty-shop that stayed
open late, what the work was like, and how all kinds of women came in and out,
blondes, red-heads, and Spanish. Then she cut him a half of her ten-cent cake.
―Eat some more, son,‖ she said.
When they were finished eating she got up and said, ―Now, here, take this ten
dollars and buy yourself some blue suede shoes. And next time, do not make the
mistake of latching onto my pocketbook nor nobody else‘s—because shoes come by
devilish like that will burn your feet. I got to get my rest now. But I wish you would
behave yourself, son, from here on in.‖
She led him down the hall to the front door and opened it. ―Good-night! Behave
yourself, boy!‖ she said, looking out into the street.
The boy wanted to say something else other than ―Thank you, m‘am‖ to Mrs. Luella
Bates Washington Jones, but he couldn‘t do so as he turned at the barren stoop and
looked back at the large woman in the door. He barely managed to say ―Thank you‖
before she shut the door. And he never saw her again.
We are an emerging division where excellence is a habit and allegiance for quality is a pledge.
CITY SCHOOLS DIVISION OF TAYABAS
Tayabas City
LESSON EXEMPLAR
Grade 9-English
Quarter:
Theme:
Sub-Theme:
SECOND
Valuing Others and their Circumstances
"Working With Others”
Content Standard:
The learner demonstrates understanding
of how Anglo-American literature and
other text types serve as means of valuing
other people; also how to use processing
information strategies, different forms of
adverbs and conditionals for him/her to
play an active part in a Chamber Theatre
presentation.
I.
Performance Standard:
The learner proficiently plays an active
part in a Chamber Theatre presentation
through employing effective verbal and
non- verbal strategies based on the
following criteria: Focus, Voice, Delivery,
Facial Expressions, Style and Body
Movements or Gestures.
LEARNING COMPETENCY
EN9LT-IIe-2.2.2: Explain the literary devices used
EN9WC-IIi-9.3: Use literary devices and techniques to craft short prose forms
Objectives:
1. Identify the literary devices used in given passages and visual materials
2. Use literary devices and techniques to craft short prose forms
3. Exhibit cooperation with others in crafting a short story
II.
LEARNING CONTENT
Lesson: Literary Devices - Foreshadowing, Flashback, Medias Res
Materials:
1. Tarpapel (Literary Devices)
2. Photocopies of the Assessment Test
3. Video 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
4. Online References
III.
LEARNING TASKS
Introduction: How are you motivated to watch a movie or to continue reading a
story?
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Preliminary Activities:
TASK 1: EYES HERE
Pay attention to the video clips that you will be asked to watch.
1
2
3
Sources:
1. https://www.youtube.com/watch?v=4aCTb_1gj08
2. https://www.youtube.com/watch?v=oUwjGTlACrI
3. https://www.youtube.com/watch?v=omu0lDUcMP4
Activity:
TASK 2: LOOKING CLOSELY
Form groups of 5 and discuss the videos you have watched earlier.
Which clip opens in the midst of action? Which gives an advance
hint of what is to come later? Which interrupts the normal
chronological order of events? Justify your answers.
Analysis:
TASK 3: IN FOCUS
Which of the videos you have identified earlier made use of the
literary devices discussed below?
Flashbacks are interruptions that writers do to insert past events in order to
provide background or context to the current events of a narrative. By using
flashbacks, writers allow their readers to gain insight into a character‘s motivation
and provide a background to a current conflict. Dream sequences and
memories are methods used to present flashbacks.
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Example: When I went out of the drawing room, first thing that came into view in
the open corridor way was the picture of my brother. [I just got the point why my
mother used to see that portrait hours after he was killed in the WWII, and she left
only when she saw any one of us coming to her.] I just heard steps and when I
looked back, there was nothing that I could see. It was just a feeling of the past.
In medias res is Latin for "into the middle of things." It usually describes a narrative
that begins, not at the beginning of a story, but somewhere in the middle —
usually at some crucial point in the action. The term comes from the ancient
Roman poet Horace, who advised the aspiring epic poet to go straight to the
heart of the story instead of beginning at the beginning.
Example: The Iliad begins dramatically with the quarrel between Achilles and
Agamemnon during the Trojan War. In his Ars poetica, the Latin poet and critic
Horace pointed out the immediate interest created by this opening in contrast
to beginning the story ab ovo (―from the egg‖)—i.e., from the birth of Achilles,
which is the story‘s earliest chronological point. Though its roots are in ancient
epic poems, in medias res can be found today across numerous fiction and
nonfiction narrative forms.
Foreshadowing is a literary device in which a writer gives an advance hint of
what is to come later in the story. It often appears at the beginning of a story or a
chapter and helps the reader develop expectations about the coming events in
a story. There are various ways of creating a foreshadowing. A writer may use
dialogues of characters to hint at what may occur in future. In addition, any
event or action in the story may throw a hint to the readers about future events
or action. Even a title of a work or a chapter title can act as a clue that suggests
what is going to happen. Foreshadowing in fiction creates an atmosphere of
suspense in a story so that the readers are interested to know more.
Example: ―He had no idea of the disastrous chain of events to follow‖. In this
sentence, while the protagonist is clueless of further developments, the reader
learns that something disastrous and problematic is about to happen to/for him.
Sources:
https://literarydevices.net/flashback/
https://andromeda.rutgers.edu/~jlynch/Terms/inmediasres.html
https://www.britannica.com/art/in-medias-res-literature
https://literarydevices.net/foreshadowing/
http://literary-devices.com/content/foreshadowing
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Abstraction:
TASK 4: SUMMING UP!
Match the definition in Column A with the right term in Column B.
A
B
…is a literary device in which a writer
gives an advance hint of what is to
Flashback
come later in the story.
…is a transition in a story to an earlier
time that interrupts the normal
In medias res
chronological order of events.
… a narrative work beginning opens in
Foreshadowing
the midst of action
Application:
TASK 5: GROUP WRITING
With the same groupings, write a short story that will utilize the
literary devices discussed. Using a highlighter, indicate the parts
where each of the literary devices has been used.
• Foreshadowing
• Flashback
• Medias Res
SHORT STORY RUBRIC
Criteria
4
3
2
1
Organization
of Plot
The story is very
well organized.
One idea or scene
follows another in a
logical sequence
with clear
transitions
The story is pretty
well organized.
One idea or scene
may seem out of
place. Clear
transitions are
used.
The story is a little
hard to follow.
The transitions are
sometimes not
clear.
Ideas and
scenes seem to
be randomly
arranged.
Creativity
The story contains
many creative
details and/or
descriptions that
contribute to the
reader's
enjoyment. The
author has really
used his/her
imagination.
The story contains
a few creative
details and/or
descriptions that
contribute to the
reader's
enjoyment. The
author has used
his/her
imagination.
The story contains
a few creative
details and/or
descriptions, but
they distract from
the story. The
author has tried
to use his/her
imagination.
There is little
evidence of
creativity in the
story. The
author does not
seem to have
used much
imagination.
Sentence
Structure
(Fluency)
All sentences are
well-constructed
with varied and
interesting structure
patterns.
Most sentences
are wellconstructed with
varied and
interesting
structure patterns.
Most sentences
are wellconstructed but
have similar and
uninteresting
structure patterns.
Use of Literary
Device
All three literary
devices have been
used.
Two literary
devices have
been used.
One literary
device has been
used.
Sentences lack
structure and
appear
incomplete or
rambling.
No literary
device has
been used.
Reference: http://www.d.umn.edu/~moor0145/storyrubric.htm
We are an emerging division where excellence is a habit and allegiance for quality is a pledge.
Assessment:
TASK 6: ON YOUR OWN
Tell whether the following statements is a foreshadowing,
flashback or medias res.
1. When an author jumps back to a scene or event that happened in the past.
2. When an author gives hints or clues that suggest what will happen later in the
story.
3. Often appears at the beginning of a story or a chapter and helps the reader
develop expectations about the coming events in a story.
4. In my younger and more vulnerable years my father gave me some advice
that I‘ve been turning over in my mind ever since. ―Whenever you feel like
criticizing any one,‖ he told me, ―just remember that all the people in this
world haven‘t had the advantages that you‘ve had.‖
5. Many years later, as he faced the firing squad, Colonel Aureliano Buendía
was to remember that distant afternoon when his father took him to discover
ice. At that time Macondo was a village of twenty adobe houses, built on the
bank of a river of clear water that ran along a bed of polished stones, which
were white and enormous, like prehistoric eggs. The world was so recent that
many things lacked names, and in order to indicate them it was necessary to
point.
6. Bloody battle at the beginning that sets the pace of the story and immediately
hooks the viewers in.
7. The general eyed me coldly, greeted me without fashion and dismissed me to
pay my respects to his sister. It was clear that from somewhere money had
been acquired. It works so well because it immediately immerses us in the
world of the protagonist, begging us to ask questions, to turn the page and
find out what is the story is all about.
8. Mike felt confident as ever when he started his boat engine that day. He
noticed a few clouds gathering overhead, but did not worry about them.
9. A scene within a story that interrupts the sequence of events to relate events
that occurred in the past.
10. The heavy coins made his pocket sag, so Alex quickly emptied the change
into the table. He didn't need them for the bus since his mother was driving
him to school. Later, he would be sorry he had done that.
We are an emerging division where excellence is a habit and allegiance for quality is a pledge.