learning plan.for all grade level lay out

for all

1. New English for Us first Edition
Grade 9 Quarter 1
TRANSFER GOALS
The students will be able to independently use their learning to:

1. Communicate well in expressing permission, obligation, and prohibition
2. Express oneself clearly in arguments using conditionals
3. Conduct self-introspection and engage in social interaction using the intimate and casual communicative styles, respectively
4. Carry out conversations appropriately and effectively in both formal and informal settings
5. Communicate through varied nonverbal gestures
6. Appreciate one-act play as theatrical performance
7. Be coherent and concise in expressing ideas
CONTENT STANDARD

The students demonstrate understanding of how Anglo-American literature and other text types serve as means of enhancing the self; also how to use processing, accessing,
summarizing information, word derivation and formation strategies, appropriate word order, punctuation marks and interjections to enable him/her to participate actively in a
speech choir.

PERFORMANCE STANDARD

The students actively participate in a [speech choir] role-playing activity through using effective verbal and nonverbal strategies based on the following criteria: focus, voice,
delivery, facial expressions, body movements/gestures and audience contact.

GRADE LEVEL STANDARDS

The students demonstrate communicative competence through their understanding on British-American Literature, including Philippine Literature and other text types for a
deeper appreciation of Philippine Culture and those of other countries.

2. LESSON 1: Expressing Permission, Obligation and Prohibition Number of Days: 5



MELC-based
Learning
Objective





Classroom-based Activities



Formative/Feedback



TWE
Page
Reference



Summative



TWE
Page
Reference



Discipline/Values Integration
Express
permission,
obligation, and
prohibition using
modals
MELC9-I.1
Time allotment: 2 days

1. Facilitate a direct
discussion of the concept of
using modals to express
permission, obligation, and
prohibition presented in
connect on page 3 of the
worktext. (WORD SMART )

2. Ask the following process
questions:

a. What are modals?
b. How do we use them?
c. How does the use of
modal differ from
each other?
d. Does it affect the
meaning of sentences?
(WORD SMART )
3. Elicit other sample
sentences on how each modal
can be used. Provide extra
practice drills in using
modals. (WORD SMART )

Time allotment: 1 day

Demonstrate mastery of
the lesson by forming
sensible sentences using
the modals and the
given words. (WORD
SMART)


5
(Days 4
and 5)
Time allotment: 2 days

Understand the importance
of using modal by listing
down rules that you think
can improve your
community using modals
based on the functions
indicated. (WORD
SMART, PEOPLE
SMART, HOTS-applying)


Performance Task


6
(Days 6
and 7)








41
(day42)
 Showing politeness to
others.
 Social Studies- writing a
proposal for the
community.
Assessments

3. 4. Encourage the students to
ask questions about the
lesson.

5. To practice the students’
understanding of the lesson,
ask them to answer the
activity in challenge 1 on
page 4 of the worktext. Let
them choose the appropriate
modal. Let them explain their
chosen answer. (WORD
SMART)

6. Process the students’
answers.

7. After checking of answers,
assign specific modals to a
group of students and some
random words like nouns and
verbs to another group of
students. Both groups must
write the words in paper or a
white board. (WORD
SMART, DI)

8.Engage the class in a quick
modified game of jumbled
words. After assigning the
modals and random words to
the groups of students, ask
them to create a meaningful
sentence according to the
purpose you will tell them
(obligation, permission,
prohibition). (WORD
SMART, DI, HOTS-creating
and understanding)

4. 9.Process the activity and the
answers of the students.
(HOTS- evaluating)

10. to wrap up the lesson ,
have the students complete
the phrase in check out.
(SELF SMART, HOTS-
understanding)
LESSON 2: Using Conditionals in Expressing Arguments Number of Days: 5



MELC-based
Learning
Objective





Classroom-based Activities



Formative/Feedback



TWE
Page
Reference



Summative



TWE
Page
Reference



Discipline/Values Integration
Use conditionals
in expressing
arguments
EN9G-IIe-20
Time allotment: 2 days

1. facilitate a direct discussion
of the concept of using
conditionals presented in
Connect.

2. Ask the following process
questions:

a. What are conditionals?
b. How do we use them?
c. How do conditionals
affect the way we
make decisions?

3. Elicit from the class other
sentences on how each
conditional sentence can be
Time allotment: 2 days

Demonstrate mastery of
the lesson by completing
the given situations
using the correct form of
conditional sentences.


Writing a promise letter
for themselves after
completing the
reflection activity in
Challenge 3. (SELF
SMART, VI, HOTS -
Applying)


9 and 10
(Day 12)






10
(Day 13)

Time allotment: 1 day

To culminate the learning
session, categorize the
difficult situations where
you need to make difficult
decisions. (WORD
SMART, PEOPLE
SMART, SELF SMART,
DI)



PERFORMANCE TASK


12
(Day 12)









41
(day42)
 Making wise decisions in
difficult scenarios
Assessments

5. used. Provide extra practice
drills of conditional sentences
and their uses.

4. Encourage the students to
ask questions about the
lesson.

5. have a comprehensive
discussion of using
conditionals. Make sure to ask
for everyone’s participation.

6. Instruct the students to
answer the activity in
challenge 1. Let them
explain their chosen answer.

7. Process the students’
answers. Do not forget to
address possible emotional
responses that mat arise in
some items seen in the
worktext.

8. after checking the activity,
present another real life
scenario that the students can
work on to make use of
conditionals. (DI)

9. Process the students’
answers afterward.

10. to wrap up the lesson,
have the students complete
the phrase in Check out on
page 10 of the worktext.
(SELF SMART)

6. LESSON 3: Using the Intimate and Casual Communicative Styles Number of Days: 6



MELC-based
Learning
Objective





Classroom-based Activities



Formative/Feedback



TWE
Page
Reference



Summative



TWE
Page
Reference



Discipline/Values Integration
Employ the
appropriate
communicative
styles for various
situations
(intimate, casual,
conversational,
consultative,
frozen)
MELC9G-I.3
Time allotment: 3 days

1. Ask the students to set a
timer for ten minutes (or can
set a timer through an alarm
clock or computer if
available). Then, instruct
them not to do anything but
sit back and relax. (DI)

2. Ask the students just to sit
back and relax for ten
minutes. (HOTS-Applying)

3. Encourage them to keep
their video cameras on for ten
minutes. (HOTS-Applying)

4. Elicit the students’ answers
to the set of questions in
Connect. (HOTS-
Understanding).

5. Relate the answers of the
students with the concepts to
be discussed. (HOTS-
Understanding).

Time allotment: 1 day

Demonstrate mastery of
the lesson by answering
the written activities in
the worktext. (WORD
SMART, HOTS–
Applying)


14
(Day 17)
Time allotment: 2 days

Write a short conversation
between two characters
using intimate and/or
casual communicative
style. Then, perform the
role-play and record it for
submission. (WORD
SMART, PEOPLE
SMART, HOTS –
Applying))


Performance Task


15
(Days 18
and 19)








41
(day42)
• Practicing self-expression

• Showing respect when
communicating with others

• Being prudent and tactful in
dealing with others

• Being able to collaborate with
others

Assessments

7. 6. Through an engaging
discussion, explain the
difference between the two
communicative styles,
intimate and casual styles.

7. Elicit more examples from
the students. You may also
give your own examples.

8. Make connection between
their answers and the topic
that will be discussed based
on the text in Connect.


9. To practice the students’
understanding of the les-son,
ask them to answer the
activity in Challenge 1 on
page 13 of the work-text.
Afterward, call on volunteers
to read aloud their answers.
Have the other students react
to the answers/expressions
given by the volunteers.
(SELF SMART, WORD
SMART)


10. Then, divide the class into
groups of five. (DI)

11. Give the groups enough
time to accomplish the second
task found in Challenge 2-A.
(HOTS – Applying)

8. 12. Make sure that the
students are able to record
their sharing using any
possible device or gadget.
(ICT, HOTS – Creating)

13. You may have the other
groups work outside the
classroom so that the learning
space would still be
conducive for learning and
accomplishing the task. Make
sure that you roam around to
monitor what the students are
doing. (HOTS – Creating)

14. Call the representative/s
from each group to present
the common casual
expressions they used during
the recorded sharing. (WORD
SMART, HOTS–
Understanding and Applying)

15. Provide feedback after
the presentations, and ask the
students to share their
thoughts and/or feelings about
the activity that they have just
completed.

16. As a closure activity,
instruct the students to
complete the chart in Check
Out on page 15 of the
worktext at the end of the
lesson. (SELF SMART)

9. LESSON 4: Using the Formal, Consultative, and Frozen Communicative Styles Number of Days: 6



MELC-based
Learning
Objective





Classroom-based Activities



Formative/Feedback



TWE
Page
Reference



Summative



TWE
Page
Reference



Discipline/Values Integration
Employ the
appropriate
communicative
styles for various
situations
(intimate, casual,
conversational,
consultative,
frozen)
MELC9G-I.3
Time allotment: 2 days

1. Start the session by having
the students recall the first
two types of communicative
styles that you have
previously discussed (intimate
and casual) and emphasize
that these styles are less
formal.

2. Then, introduce the other
types of communicative
styles: formal, consultative,
and frozen.

3. Explain these concepts
through an engaging lecture.

4. For the detailed explanation
of the concepts, ask the
students to refer to Connect.

5. Now, ask the students to
pair up and do activity A and
activity B in Challenge 1 on
pages 17–19 of the worktext.

Time allotment: 2 days

Deepen your
understanding of the
lesson by having them
write a short
dialogue/conversation
between the two people
involved in their chosen
scenario. Have them use
the frozen
communicative style in
writing the dialogue.
(HOTS –Applying)


20
(Days 25
and 26)







Time allotment: 2 days

Research online for a copy
on any of the following
documents that use the
frozen speech style. Bring
it to class and deliver an
excerpt of the
speech/lines/spiels in front
of the class. (ICT, WORD
SMART, PEOPLE
SMART, HOTS –
Applying)



PERFORMANCE TASK


20
(Days 25
and 26)










41
(day42)
• Showing respect when
communicating with others

• Being prudent and tactful
dealing with others

• Social Studies and Health –
Knowing the different programs
for youth’s mental health in
one’s community

Assessments

10. 6. Allot enough time to allow
the students to share their
experiences as they inter-view
their partners.

7. For their second
collaborative activity, divide
them into groups and have
them role play the scenario in
Challenge 2. (DI, WORD
SMART, PEOPLE SMART )

8. Give the students enough
time to prepare for their role-
play presentations.

9. Reiterate to the students
that their role-play must
highlight the use of the
consultative communicative
style.

10. Allow the students to
work on this group task in an
asynchronous session.

11. As a closure activity,
instruct the students to
accomplish the activity in
Check Out by writing a two-
to three-sentence reflection
about the importance of using
the appropriate
communicative style on page
20 of the worktext.
Transfer Activity
(Individual of Group Work)
You are a group of neophytes in your school’s theater club. Your club moderator
assigned your group to perform one of the following situations.
TWE Page Reference
Phase 2 Transfer Task (page 4)

11. 1. Recount a moment when you were surprised by an event, person, or thing. Share
your thoughts and feelings with people close to you.

2. You ask some players to explain how a new sport game is played.

3. A friend confides a problem, but you are facing a bigger problem. How do you relate
to this friend?

4. You have a very important decision to make and need to seek the help of elders or
experts.

5. Through a formal convocation or symposium, address a group of teenagers on the
importance of consultation and participation in collaborative tasks.

You must write a script of your performance using modals and conditionals. Then,
your performance must highlight the communicative style expected of the given
situation: intimate, casual, formal, consultative, or frozen.



4 points 3 points 2 points 1 points

Contents

The content of the script is clear
and focused. The output contains
the following characteristics:

• Well developed main ideas that
has coherent supporting details
• Central theme
• Clear purpose

The content of the script lacks
one of the given characteristics.

The content of the script lacks
two of the given characteristics.

The content of the script lacks all
of the given characteristics.

Use of Appropriate
Communicative Styles

The script shows no errors in the
use of the chosen communicative
style.

The script exhibits some errors in
the use of the chosen
communicative style, but it does
not affect the overall
performance.

The script exhibits some errors in
the use of the chosen
communicative style which
somewhat interferes with the
overall performance.

The script exhibits several errors
in the use of the chosen
communicative style, and the
performance is quite hard to
comprehend.

12. Dialogue

The characters spoke clearly. The
dialogue is well-developed and
showed a variety of
communicative style.

The characters usually spoke
clearly. The dialogue is well
developed, but it could have used
more variety in structure.

Some characters speak clearly
and some do not. The dialogue is
not well-developed at certain
times.

The characters put minimal effort
in speaking that shows less
interaction among characters and
the dialogue is not well
developed at all.


Grammar
(Mechanics, use of Modals and
Conditionals)

The script has no errors in the
mechanics of writing and makes
use of at least five or more
correct modals and conditional
statements.

The script has one to two errors
in the mechanics of writing and
makes use of three to four correct
modals and conditional
statements.

The script has three to four errors
in the mechanics of writing and
makes use of one to two correct
modals and conditional
statements.

The script has five or more errors
in the mechanics of writing and
does not use modals and
conditional statements at all.

Creativity

The performance shows much
creativity and exceeds
expectations.

The performance is creative and
meets expectations.

The performance is somewhat
creative but can still be
improved.

The performance lacks creativity
and needs improvement.

13. School of St. Joseph the Worker Inc.
(Formerly Lyceum of Echague)
Cabugao, Echague, Isabela


QUARTER 1
ENGLISH 9
ON
PROGRESSIVE
CLASSROOM
ENGAGEMENT


PREPARED BY:

AGNES CLAIRE P. SOLA, MAEd
English Teacher