Week 1-2

Day 1: Objective: Share prior knowledge about a text topic.

Ask the students what they know about Anglo-American

Give a diagnostic test
Check the diagnostic test

Day 2: Objective: Use appropriate stress in delivering lines of poetry and prose
Process information mentioned in the text listened to.

Post on board a tongue twister having the different S sound.

Let them read the s sound drills. Discuss the rules.
Post a riddle on the board: the riddle of the sphinx
Ask the students what do they think about the riddle? What is it’s Filipino version?
Ask the students to listen to the text “The seven Ages of Man”
Give the vocabulary words
Let the students read the text aloud
Discuss the story with the following questions:
1. What comprises the seven ages of man or stages of life according to the poem?
2. Describe each stages of man according to the persona.
3. How do you feel about the school boy’s attitude toward school?
4. What are the physical and mental changes that takes place as a man reaches the
sixth and seventh age?
5. Do you agree with persona’s description of old age? Why?
6. What other acceptable descriptions of old age can you think of?
Group Activity: Create 8 groups. Assign each question on page 16 of the book.

Day 3: Objective: Analyze literature as a means of discovering the self

Identify the distinguishing features of notable Anglo-American lyric poetry, songs,
poems, sermons, and allegories.

Group Activity: Create 8 groups. Assign each question on page 16 of the book. Let each
group discuss and share their answer before the class.
With the same group, let the students prepare and discuss the literary devices used in
the poem.
1. Rhyme -internal and end rhyme
2. Onomatopoeia
3. Alliteration
4. Assonance
5. Consonance
6. Imagery
7. Comparison – simile and metaphor
8. Repetition
Group reporting with rubrics

Day 4: Objective: Identify the distinguishing features of notable Anglo-American lyric poetry,
songs, poems, sermons, and allegories.
 Continue reporting
Formative test on literary devices

Day 5: Objective Provide words or expressions appropriate for a given situation.

Determine the features of informative writing.
Use appropriate punctuation marks and capitalization to convey meaning.

Show students comics on agreement and disagreement

Discuss expression used on agreement and disagreement
Formative test: Fill in the correct expression
Aside from expressions, punctuation also convey messages.
Read the informative text
Let the students identify the punctuations
Post on board various punctuations commonly used

Day 6: Objective Determine the features of informative writing.

In connection with the topic above, discuss the features of informative writing
Formative test: Let the students write a paragraph or two about their community and the people
in their community using what they learned about expressions in agreement and disagreement,
punctuations, and informative writing.

Day 7: Objective Perform a task by following instructions

Continue the writing

Let the students compile their work and create a community brochure

Day 8. Summative Test with TOS

Week 3

Day 9. Objective Share prior knowledge about a text topic.

Explain how words are derived from names of persons and places.

Group students into fives for the preassessment activity. Provide a copy of the chart below in a
Manila Paper and ask the students to fill it in with their groups’ answer.
Who ae your childhood heroes? Who are your heroes today?

What characteristic make them heroes? What characteristic make them heroes?

Let the students share their answers to their classmates. Ask them why some of their childhood
heroes are no longer their current heroes? Through, the discussion ask the students of their
concept of heroism.
Ask the students to think of heroes from different periods in the history such as pre-Spanish,
Colonial, Post Colonial period. Group them into three. Let them search through the internet.
Asked them to provide two-word description of the hero assigned to them.
Ex. Apolinario Mabini – utak ng himagsikan
Explain Kennings
Formative Test: Tic-Tac-Toe

Day 10 Objective Analyze literature as a means of enhancing the self.

Ask the students if what they know about epic. What are the epics that they know? Ask what
they know about the hero of Biag ni Lam-ang.
Provide brief introduction to the Beowulf epic and its significance in English literary history.
Explain that the Beowulf that will be reading is an excerpt.
Give students a copy of the excerpt.
After reading, ask the following questions:
1. Why did Beowulf decide to free the Danes from Grendel?
2. Why did Beowulf fight Grendel with his bare hand? What does this reveal about his
character?
3. Why was it harder for Beowulf to kill Grendel’s mother than Grendel himself?
4. Which do you think is the hardest of Beowulf’s adventure? Give reasons for your
answer.
5. What does the story of Beowulf reveal about the customs and beliefs of the Danes in
that period?
Life Connections:
1. After reading the story of Beowulf, what would you say were qualities deeply esteemed
by the people of those times? Read the passage that shows those traits.
2. Would these qualities be equally esteemed in our times?
3. Beowulf was a good leader. What qualities would you demand from a local or national
leader?
4. What quality/qualities of Beowulf would be worthy of emulation by ordinary citizens?
Formative test: Illustrate the creations page 39

Day 11. Objective Explain how the elements specific to a genre contribute to the theme of a
particular literary selection.
Take note of sequence signals or connectors to determine patterns of
idea development. given in a text.
Distinguish between and among informative, journalistic, and literary
writing

Post the words LYRIC AND POETRY.

Ask the students if what they know about the two. Give the first two literatures as an example.
Use a venn diagram to highlight the differences and similarities between the two poems.
Group activity: Rearrange the sequence of events in the story.
Introduce sequence signals.
Let the students work with a pair on page 25. Discuss the difference between the three and its
features.

Day 12 Use the appropriate segmentals (sounds of English) and the suprasegmentals or
prosodic features of speech when delivering lines of poetry and prose in a speech choir, jazz
chants and raps. EN9F-Ic-3.1: Produce the correct beat and rhythm in delivering jazz chants
and raps.

Let the students work with a pair on page 25. Discuss the difference between the three and its
features.
Performance task: With a group of five members. Let the students write a 2 stanza poem about
their heroes in life, while using sequence signals, kennings, and correct punctuation. Let them
perform it as a jazz chant or a rap before the class. (Prepare a rubric)

Week 4
Day 13 Objective EN9LC-Id-8.4: Agree or disagree with the ideas of the speaker
EN9LC-Id-8.5: Accept or reject ideas mentioned
EN9VC-Id-21: Summarize the contents of the material viewed

Flip Classroom: Give students a copy of video of Sorry and TedX Buthan ahead and post the
process questions in the group chat
Process Questions (Sorry)
1. What was the matters discussed in the video?
2. What the persona in video sorry for? And to whom he is sorry?
3. Do you agree with the idea of the persona presented on the video?
4. What are ideas you disagree about?
5. How relevant is the content of the video to you as youth and a student?
Process Questions (TedX)
1. What does carbon neutral means according to the video?
2. What are the best practices of the people of Buthan that enables them to become
carbon neutral?
3. What is GDH? How relevant it is for us them?
4. What are the practices of Buthan that can be applied here in the Philippines?
Focus Question: Based on what you’ve learned from your biology class and from you’ve watch
from the video, what are the things that you will change in your current daily practice? What can
you contribute to give a better future for the next generation to come?

Day 14 Objective EN9V-Ic-15: Explain how words are derived from names of persons and
places.
EN8LT-Ic-14: Analyze literature as a means of enhancing the self.
EN8LT-Ic-2.2: Explain how the elements specific to a genre contribute to
the theme of a particular literary selection.

Let the students answer What’s in a Word activity on page 52.

1. Betwixt – between (Middle English, from Old English betwux, from be+twux[akin to Goth
tweihnai two each)
2. Holden - archaic past participle of hold (
3. Betokens – to indicate or signify ()
4. Tomorn
5. Weened-to think of, to expect, to hope (Middle English wenen, from old English wēnan;
akin to old Norse væna to hope and probably to latin venus love, charm – more at win)
6. Jesu -Jesus
Write the word King Arthur on the center of the board and ask the students the word they can
associate with King Arthur. Use the words to provide description of who King Arthur is and his
place in English history and literature.
Discuss the word “knight” importance of round table
Read “The Death of Arthur” or The Day of Destiny
Discussion Questions:
1. Who were with King Arthur when he fell into a swoon? Where were they? Where did
they bring him?
2. What happened to Sir Lucan? What did King Arthur asked King Bedivere to do?
3. Did Sir Bedivere do as King Arthur asked? Why not?
4. How did King Arthur know that Sir Bedivere finally obeyed him?
5. What did King Arthur ask Sir Bedivere to do next?
6. What was King Arthur’s last request to Sir Bedivere?
Life Connection:
1. Sir Bedivere did not immediately obey his King. Was he right in showing disobedience?
2. Share a personal experience of disobedience and the consequences of your action.

Day 15 Objective EN9G-Ic-18: Use hyphens and dashes correctly.

EN9OL-Ie-1.14: Use the correct pitch, juncture, stress, intonation, rate of
speech, volume and projection when delivering lines of poetry and prose in dramatic and
conventional speech choirs.

Discuss the difference between hyphens and dashes

Give examples
Formative test: 5 items only
Discuss pitch, juncture, stress, intonation, rate of speech, volume and projection
Group activity: Give each group with poems or script intended for group reading

Day 16 Objective EN9OL-Ie-1.14: Use the correct pitch, juncture, stress, intonation, rate of
speech, volume and projection when delivering lines of poetry and prose in dramatic and
conventional speech choirs

Performance Task with Rubric on page 66