1. education
2. teaching and classroom resources
3. lesson plans

Walking Through Grade 9
English
Learning Module 1
Session Objectives
In this learning session, the participants should
be able to:
1. gain clearer understanding of the contents and
processes in teaching Grade 9 English
2. discuss difficulties / concerns related to the
teaching of Grade 9 English and give
recommendations
DEPARTMENT OF EDUCATION
Walking Through Grade 9 English
GROUP ACTIVITY
1. Choose a facilitator and a rapporteur.
2. Examine the contents of the Leaner’s Material
(LM) and Teacher’s Guide (TG). Copy the
Learner’s Material Matrix in a manila paper,
and fill it out with entries called for.
DEPARTMENT OF EDUCATION
Walking Through Grade 9 English
Learner’s Material Matrix
Module
Theme Lesson No.
& SubTheme
Grammar
/Language
Focus
Enabling
Activities
Culminating
Activity
FINDINGS
RECOMMENDATIONS
Write your group’s findings and recommendations on how
the LM and TG carried out the language learning processes
specifically on:
a. spiral progression
d. learner-centeredness
b. interaction
e. contextualization
c. integration
f. construction
DEPARTMENT OF EDUCATION
ANALYSIS
On the Activity
1. What discoveries have you
come up with after doing
the activity?
On the Topics / Competencies
1. What topics/competencies
do you think will the
teachers find difficult to
teach? Why?
On the Groups’ Outputs
1. What are the points of
agreement and
disagreement?
2. What are the common
discoveries you’ve made?
On Maximizing the LM & TG
1. What other concerns
regarding the LM and TG
have been surfaced after
the activity?
DEPARTMENT OF EDUCATION
Understanding the Connection among the
Curriculum Framework (CuF), Conceptual
Framework (CF), Curriculum Guide (CG),
Learner’s Material (LM) and Teacher’s
Guide (TG)
Connection among CuF, CF, CG, LM & TG
ENGLISH
CONCEPTUAL
FRAMEWORK
CG
LM
TG
S
Culminating
Activity
Enabling
Activities
DEPARTMENT OF EDUCATION
Your Initial Task
Your Text
Your Discovery
Task
Your Final Task
My Treasure
S S M E N T
Learning
Competencies
E
Performance
Standard
Your Objectives
S
Content
Standard
Your Journey
A
LANGUAGE
The K to
12
Philippine
Basic
Education
Curriculum
Framework
Holistic
Filipino
Learner/
Child
English Grade 9
ANALYSIS
Assessment can be done in various ways to address different abilities,
interests and motivation of learners and is built into instructional process;
moves from judgmental to developmental.( self-assessment, reflective,
informal, diagnostic, formative, peer assessment and portfolio
assessment) generates input to inform and guide
“Continuous Assessment ( CA) is an on going, informal assessment
and evaluation ( process of making a judgment of a product, a response and a
performance based on criteria )
combined.”
-- McTighe and Ferrara ( 1994)
DEPARTMENT OF EDUCATION
ANALYSIS
Continuous assessment effectively demonstrates
and reflects the actual learning in the classroom. It
is a process of gathering and integrating
information
“affirms high-order, creative and critical thinking;
and because it embraces not only cognitive
outcomes but behavioral and affective outcomes
as well.”
----Carol A. Puhl
DEPARTMENT OF EDUCATION
ANALYSIS
- directs instructional attention
- authentic, real-life tasks
- holistic and heavy on critical thinking and integration
- multi-dimensional
- typically done in a range of tasks
- provide feedback/ comments(from peers, teachers)
that happens during the process while there is still
time to change and feedback happens quickly
- learners , parents are invited to help assess
DEPARTMENT OF EDUCATION
Connection among CuF, CF, CG, LM & TG
The Learning Standards and Learning Competencies
Reading
Comprehension
Listening
Comprehension
Viewing
Comprehension
Vocabulary
Development
Content
Standard
Performance
Standard
Literature
Writing &
Composition
DEPARTMENT OF EDUCATION
Oral
Language &
Fluency
Grammar
Awareness
The Grade 9 Learning
Standards
(Module 1)
The Learning Standards
Program Standard (Kinder to Grade 12):
The learner demonstrates communicative competence through his/ her
understanding of literature and other texts types for a deeper appreciation of
Philippine Culture and those of other countries.
English Grade 9
Grade Level Standard:
The learner demonstrates communicative competence through his/her
understanding of British-American Literature, including Philippine
Literature and other text types for a deeper appreciation of Philippine
Culture and those of other countries.
DEPARTMENT OF EDUCATION
The Learning Standards
English Grade 9 – Module 1
Answer the Unpacking CS/PS Worksheet.
DEPARTMENT OF EDUCATION
The Learning Standards
English Grade 9 – Module ___
Content Standard:
Performance Standard:
• answers the
question: What
should students
know (knowledge)
and do (skills)?
• shares the most
important and
enduring ideas,
issues, principles,
skills and habits of
mind
• expresses the
desired results
•
•
•
•
•
•
answers the question: How well
must students do their work?
presents product or performance
as evidence of learning or
attainment of content standard
adds value to what students
learned
demonstrates conceptual
understanding of content and skill
acquisition
represents real life, authentic task
encompasses the standard
DEPARTMENT OF EDUCATION
The Learning Standards
English Grade 9 – Module 1
Content Standard:
Performance Standard:
The learner demonstrates
understanding of how AngloAmerican literature and other text
types serve as means of enhancing
the self; also how to use processing,
assessing, summarizing information,
word derivation and formation
strategies, appropriate word order,
punctuation marks and
interjections to enable him/her to
participate actively in a speech
choir.
The learner actively
participates in a
speech choir through
using effective verbal
and non-verbal
strategies based on the
following criteria:
Focus, Voice, Delivery,
Facial Expressions,
Body Movements/
Gestures and
Audience Contact.
DEPARTMENT OF EDUCATION
The Learning Standards
English Grade 9 – Module 1
Content Standard – Key Concepts
AngloAmerican
literature
other
text
types
Word
derivation
and
formation
strategies
ENHANCING
THE SELF
Participate
actively in a
Speech
Choir
Interjections
Punctuation
marks
DEPARTMENT OF EDUCATION
Appropriate
word order
Processing,
assessing,
summarizing
information
The Learning Standards
English Grade 9 – Module 1
Performance Standard – Key Concepts
Delivery
Focus
Voice
Verbal &
Non-verbal
Strategies
Facial
Expressions
Audience
Contact
active
participation in a
Body
Movements/
Gestures
DEPARTMENT OF EDUCATION
SPEECH
CHOIR
The Grade 9 Learning
Competencies
(Module 1)
The Learning Competencies (LCs)
English Grade 9 – Module 1: Lesson 1
RC
Reading
Comprehension
LC
VC
Listening
Viewing
Comprehension Comprehension
V
Vocabulary
Development
EN9RC-Ia16:Share prior
knowledge
about a text
topic
EN9LC-Ia8:Process
information
mentioned in
the text
listened to
EN9LC-Ia3.6:Perform a
task by
following
instructions
EN9V-Ia1:Provide
words or
expressions
appropriate
for a given
situation
EN9VC-Ia3.8:Infer
thoughts,
feelings, and
intentions in the
material viewed
LT
Literature
EN9LT-Ia14:Analyze
literature as a
means of
discovering
the self
EN9LT-Ia14.1: Identify
the
distinguishing
features of
notable
AngloAmerican lyric
poetry, songs,
poems,
sermons, and
allegories
F
Oral Language
and
Fluency
EN9WC-Ia- EN9OL-Ia8:
1.15:Use the
Distinguish
appropriate
between and segmentals
among
(sounds of
informative, English) and the
journalistic,
suprasegmentals
and literary
or prosodic
writing.
features of
speech when
delivering lines of
poetry and prose
in a speech choir,
jazz chants and
raps.
WC
Writing and
Composition
G
Grammar
Awareness
EN9G-Ia1.6/1.7:Use
appropriate
punctuation
marks and
capitalization
to convey
meaning
Refer to your copy of the Curriculum Guide for a complete list of the LCs.
What have you observed on the list of LCs? What does it mean?
DEPARTMENT OF EDUCATION
The Learning Competencies (LCs)
English Grade 9 – Module ___
You should notice that:
1. The Learning Competencies (LCs) are coded. This was initiated in order
to identify learning competencies that are connected and exhibited spiral
progression (from Kinder to Grade 10). These LCs bear the same code
number. This is also connected to the creation of the LRMDS or Learning
Resources Management and Development System.
EN9RC-Ia-16: Share prior knowledge about a text topic
DEPARTMENT OF EDUCATION
The Learning Competencies (LCs)
Domain
Quarter
Competency
Week
EN9RC-Ia-16:
Subject
Subject
English
Grade Level
Grade 7
Grade 8
Grade 9
Grade 10
Grade Level
Domain
Reading Comprehension
Listening Comprehension
Viewing Comprehension
Vocabulary Development
Literature
Writing Composition
Oral Language and Fluency
Grammar Awareness
Quarter
I
II
III
IV
DEPARTMENT OF EDUCATION
Week
a
b
c
d
e
f
g
h
i
j
Competency
1
2
2.1
2.1.1
(sample)
The Learning Competencies (LCs)
English Grade 9 – Module ___
You should notice that:
2. There are deliberate iteration of LCs. Iteration of learning competencies
was done to give teachers ample time to tackle the LCs and also to develop
mastery among the learners. Spiral progression was taken into account in
the iteration by identifying a focus on a particular segment of the LC
and/or by the use of the sub-competencies, for a suggested time period.
EN9WC-Ia-8: Distinguish between and among informative, journalistic, and
literary writing (Lesson 1 – Week 1)
EN9WC-Ib-8: Distinguish between and among informative, journalistic, and
literary writing (Lesson 2 – Week 2)
DEPARTMENT OF EDUCATION
The Learning Competencies (LCs)
English Grade 9 – Module ___
You should notice that:
3. The Learning Competencies (LCs) are distributed within a nine-week
period. The 10th week of the quarter is reserved for the periodical tests
and for some interruptions in the school days (e.g. typhoon, regular
holidays, etc.).
(Refer to your copy of the Curriculum Guide)
DEPARTMENT OF EDUCATION
The Grade 9 Learner’s Material
(LM) & Teacher’s Guide (TG)
(Module 1)
Parts of the Learner’s Material (LM) and
Teacher’s Guide (TG)
English Grade 9 – Module 1
Answer the LM and TG Identification Worksheet.
DEPARTMENT OF EDUCATION
Parts of the Learner’s Material (LM)
will enable learners to express their insights,
learnings, and realizations on the lesson. This part
contains prompts and other graphic organizers that
will help learners to synthesize what they have
learned
has the culminating task/s for the
week and could serve as enabling
task for the main
product/performance at the end
of each module. The tasks
included in this part are essential
for learners’ development and are
based on real life situations
My
Treasure
Your Final
Task/s
Your
Journey
LEARNER’S
MATERIAL
Your
Discovery
Tasks
Your
Objectives
Your
Initial
Tasks
Your Text
includes tasks that will prompt learners to have
discussions beyond the context of the main reading
material. It also includes other activities for
expansion of understanding, and enabling activities
for the final task
gives a bird’s eye view of what learners should
discover, learn, and develop in the lesson
contains the main reading
material learners will read and
analyze; this also contains
vocabulary development tasks
necessary for text understanding
and grammar integration
DEPARTMENT OF EDUCATION
states the concepts and skills
learners need to develop as well
as the contents of the lesson they
will encounter
introduces tasks that will hook learners’
interest in the lesson and prepare them
for higher level tasks
Parts of the Teacher’s Guide (TG)
states the types of
assessment for the
lesson
Assessment
Plan
contains the target
concepts and the skills
to be developed
Overview of
Content &
Objectives
TEACHER’S
GUIDE
Activities
presents the
description and ways
to process the tasks
DEPARTMENT OF EDUCATION
Resources
contains the list of
materials and
equipment needed for
the lesson
How LM is Crafted
• Theme is literature - based
• Sub – themes are broken down from main theme
•
Learning competencies address the macro skills and
multi - intelligences
• Progression of activities is from simple to complex
•
Enabling activities are prerequisites to the Culminating
Activity
• Culminating activity (product/performance) addresses the
Performance Standard
•
Development of skills progresses from the self and
radiated to others and the community
• Grammar/language is functional
DEPARTMENT OF EDUCATION
Learner’s Material Matrix
English Grade 9 LM – Module 1
Module 1
Theme
Lesson & Sub Theme
Grammar/Language
Focus
Enabling Activities
Culminating
Activity
Enhancing
the Self
Lesson 1: Recognizing
Roles in Life
Lesson 1: Using
Capitalization and
Punctuation Marks
Lesson 1: Community
Services Brochure
Perform in a
Speech Choir
Presentation
Lesson 2: Maximizing my
Strength
Lesson 2: Using Colon
and Semi Colon
Lesson 2: Perform a
Rap
Lesson 3: Leaving a
Legacy
Lesson 3: Using Dashes
Lesson 3: Perform a
Choral Recital
Lesson 4: Coping with
Challenges
Lesson 4: Using
Contractions
Lesson 4: Info-Ad
Campaign on Positive
ways to cope with
challenges
Lesson 5: Living with a
Purpose
Lesson 5: Using
Quotation Marks
Lesson 5: Poetry
Reading
Lesson 6: Celebrating
Self-worth
Lesson 6: Using Ellipses
DEPARTMENT OF EDUCATION
The Learner’s Material (LM)
Your Journey
Module 1
Enhancing the Self
Lesson 1
____________________________________________________________________________________________________
RECOGNIZING ROLES IN LIFE
YOUR JOURNEY
You, like others, have important roles to play that make you interested in shaping yourself to become a healthy and
developed young adult. Learning how to recognize and to perform your roles effectively is a good indicator that you’re a
responsible individual using even your past experiences to make difference in your life. This can enhance your understanding
of the world. Somehow you have to continue finding out what it is that fits you. So whatever it is that you do of significance,
willingly and graciously, you have to prove to yourself and to others that you can excel. Try your best. Concentrate on ways to
perform well. You’ll surely feel better if you do.
In this lesson, you will find a poem, an informative article and tasks/activities that will build your understanding of the
value of recognizing and performing roles in life, at the same time, develop your listening, speaking, reading, writing, viewing,
grammar and literary skills. Hopefully, this can be demonstrated through a Community Services Brochure.
Introduction,
statement about
the sub-theme
Overview of
the lesson
DEPARTMENT OF EDUCATION
The Learner’s Material (LM)
Your Objectives
YOUR OBJECTIVES
Charting the courses of your journey in this lesson, you are expected to:
•
•
•
•
•
•
•
•
•
•
•
share prior knowledge about the topic
process information mentioned in the text you have heard
perform tasks by following instructions
infer thoughts, feelings and intentions in the material viewed
provide words or expressions appropriate for a given situation
analyze literature as a means of discovering the self
point out the distinguishing features of a poem
determine the features of informative writing
use the appropriate stress in delivering lines of poetry and prose
use capitalization and punctuations correctly
present a well-prepared Community Services Brochure
• are taken from the
Curriculum Guide (CG)
• address the enabling
knowledge and skills to
develop/achieve the
desired content and
performance standard
• clarify expectations in
terms of what students
should know, understand
Be reminded that your expected output is a well-prepared Community Services Brochure and the criteria for assessment
will be: Focus, Content, Organization, Visuals, Clarity and Language Mechanics.
• clarify expectations in terms of what students should be
able to do, produce/perform as evidence of transfer of
learning
• criteria for assessment
DEPARTMENT OF EDUCATION
The Learner’s Material (LM)
Your Initial Tasks
YOUR INITIAL TASKS
Task 1
Three Minutes Letter Search Riddle Game (EN9RC-Ia-16)
Task 2
All for the BEST (EN9LC-Ia-8)
Task 3
INSPIRATIONS (EN9RC-Ia-16)
Task 4
EFFECTIVE? PARTIALLY…INEFFECTIVE? (EN9LC-Ia-3.6)
Task 5
LOOKING BACK (EN9RC-Ia-16)
Task 6
FOCUS QUESTIONS (EN9RC-Ia-16)
Task 7
What do I expect/need/hope to learn? (EN9RC-Ia-16)
•
diagnose and activate
prior knowledge
•
hook and engage
learner’s interest
•
ask questions;
encourage student
questions; welcome
tentative responses as
guide to further
exploration
clarify expectations
and how learning shall
be assessed
•
(Refer to your copy of the LM for full text of this part)
DEPARTMENT OF EDUCATION
The Learner’s Material (LM)
Your Text
YOUR TEXT
Task 8
Task 9
Task 10
Ten Minutes IMAGE Talk (EN9VC-Ia-3.8)
For SIGNIFICANT HUMAN EXPERIENCES (EN9OL-Ia-1.15)
SGDW (EN9LT-Ia-14.1)
•
•
•
•
•
•
•
Task 11
Task 12
Looking for Rhymes (EN9LT-Ia-14.1)
The Best CLUE (EN9LT-Ia-14.1)
A2 & C (EN9LT-Ia-14.1)
IMAGERY (EN9LT-Ia-14.1)
WORD Bank (EN9V-Ia-1)
Meaningful Encounter (EN9LT-Ia-14)
Connect to Life (EN9LT-Ia-14)
On Using Expressions Appropriate to Situations (EN9V-Ia-1)
On Using Capitalization and Punctuation Marks (EN9G & EN9WC)
• Connect (EN9G-Ia-1.6/1.7)
• Sensible Role Plan (EN9WC-Ia-8)
(Refer to your copy of the LM for full text of this part)
DEPARTMENT OF EDUCATION
• Make sense of information,
develop, reflect, rethink,
validate ,and revise
understandings of the lesson
• Check for understanding;
provide feedback; check
against content standard
(content to content)
• Assess student’s skills
(checking learner’s learning
progress and interest)
• Ask questions that will
enable the students to
construct their own
meanings/understandings
• Provide a variety of learning
resources
The Learner’s Material (LM)
Your Discovery Tasks
• enrich understanding
• ask provocative questions
YOUR DISCOVERY TASKS
Task 12
INVOLVEMENT
Task 13
Give me Eight
•
•
•
•
•
•
•
•
Yes, it’s Simple, but it’s Too Good To Miss
Fan Letter to a Role Model
PERSONAL HEROES
Leading Light
Poetic Music Video
Dance Duo
Roles and Concerns
High/Low Points
• provide a variety of learning
resources and differentiated
activities/learning experiences in
similar contexts to further validate
student understanding
• express understanding
• provide feedback; check against
content standard (content to
context)
• check student readiness
(ASSESSMENT AS – question,
checklist, etc.)
(Refer to your copy of the LM for full text of this part)
DEPARTMENT OF EDUCATION
The Learner’s Material (LM)
Your Final Tasks
•
presents the
culminating task/s
for the lesson
•
serves as enabling
task for the main
product/
performance at the
end of each module
•
includes tasks that
are essential for
learners’
development
•
is based on real life
situations
•
GRASPS-based
assessment criteria
YOUR FINAL TASKS
As evidence of your understanding and learning the target concepts and
enhancing the target skills, you have to try your hand on your major output for
this lesson, and that is, Community Services Brochure and the criteria for
assessment will be: Focus, Content, Organization, Supports, Visuals, Clarity and
Language Mechanics. You will do this by groups.
•
Form five big groups, and perform your assigned tasks.
Here are some ideas for the preparation and presentation of a Community
Services Brochure, Look them over before you plunge into it. Keep these points
in mind as you go through the process.
You probably know of clubs, organizations, centers or even key persons
offering services in your barangay/community. Consider them as those who have
performed extraordinary roles in life.
• Scout for and present sample brochures.
• Bear in mind that a brochure like a letter, report, speech, review, instruction
pamphlet and any other form of informative writing presents factual
information and details.
(Refer to your copy of the LM for full text of this part)
DEPARTMENT OF EDUCATION
The Learner’s Material (LM)
My Treasure
MY TREASURE
Clearly, you’ve actively engaged in various tasks that helped you improve
your understanding of the target concepts, at the same time, develop your
language communication and literary skills.
Your Community Services Brochure informing the public on the services
available in your community serves as a major proof/evidence of your
understanding of concepts and skills.
To further prove your successful and exciting learning experiences that you
obviously enjoyed learning, it is just but fitting that you think back and focus on
the following essential points.
Which task / activity have you
• enjoyed? ______________________________________________________
• found helpful? __________________________________________________
• would like to work on further? ______________________________________
____________________________________________________________
(Refer to your copy of the LM for full text of this part)
DEPARTMENT OF EDUCATION
•
provides opportunity
for reflection of
learning
•
valuing
The Teacher’s Guide (TG)
English Grade 9 – Module ___
TGs are based on your LMs. They contain:
•
pre and post tests
•
resources/materials
•
sets of instructions
•
processing questions
•
alternative activities
•
alternative readings
•
connection between one activity to the next
•
purpose of the activity
DEPARTMENT OF EDUCATION
Point of Clarifications
LM and TG
On the Usage of the Learning
Package
• the learning package is NON-CONSUMABLE
• existing materials developed by DepEd can still be used visà-vis the Learning Package for English Grade 9
On the Tasks / Activities
• highly modifiable, but no deviation from enabling activities
and CA
• consider contextualization, localization, and differentiated
instruction
• begin where students are, not where the content is
DEPARTMENT OF EDUCATION
LM and TG
On Assessment
• embedded in the tasks / activities
• to be recorded (if ASSESSMENT OF LEARNING –
summative)
• not to be recorded (formative, diagnostic)
• varied (product / performance)
• CA = PS – non negotiable
DEPARTMENT OF EDUCATION
LM and TG
Teacher’s Guide
• contains directions for each activity
• reminders/tips about the topics
• alternative materials for listening and viewing
• key to corrections for summative assessment
• no key to corrections for varied answers
DEPARTMENT OF EDUCATION
How to Use the Learning
Package
How to Use the Learning Package
Leaner’s Material (LM)
• ideally 1 lesson = 6 days; extend if necessary
• ideally Your Initial Tasks (KNOW) = Day 1, Your Text
(PROCESS) = Day 2 & 3, Your Discovery Tasks
(UNDERSTAND) = Day 4, Your Final Task ( TRANSFER) =
Day 5&6
• ideally Day 1 = Diagnostic test (assessment for learning,
meaning recorded but not graded)
DEPARTMENT OF EDUCATION
How to Use the Learning Package
Leaner’s Material (LM)
• Day 2,3,4 = Formative/developmental assessments
(assessment for and assessment as learning) on the
substantive content, big ideas, concepts and
understanding, operations on facts and information to
construct meaning
 the results are recorded and use for improving learning
or changing, modifying strategies or learning activities
that have not been effective
• Day 5 & 6 = evaluative/summative assessment (assessment
of / as learning) real life application of understanding as
evidenced by the learner’s (independent) performance of
authentic tasks
DEPARTMENT OF EDUCATION
How to Use the Learning Package
Day
1
Day
5-6
Pre-Assess
Check for Learning
Assess Learning
Grade
Teach
Check for Learning
Day
4
Enrich/
Move on
Move on
Teach
Check for Learning
DEPARTMENT OF EDUCATION
Day
2-3
Move on
Reflection and Application
Questions to Ponder:
As a trainer / teacher, how will you maximize the use
of LMs and TGs?
As a trainer how will you address the problem?
1. With the same learning groups, answer the
questions by preparing guidelines on
optimizing the use of LMs and TGs.
2. Post and present your group’s answer.
DEPARTMENT OF EDUCATION
“The field is wide open to:

provide objective feedback on instruction,

diagnose and solve instructional problems,

develop strategies to promote more effective
instructions and

develop a positive attitude toward continuous
professional development - continuous search for better ways of
teaching; thereby improve teachers and students performance
where possibilities are endless.”
Fredrick L. Stroller and Caroll Covell Newton
DEPARTMENT OF EDUCATION
Let’s call it a day…
Thank you!
DEPARTMENT OF EDUCATION