STA. CRUZ INSTITUTE, INC.

Sta. Cruz, Ilocos Sur

S.Y. 2019 – 2020

CURRICULUM MAP

Subject: English 9 Subject Teacher: Ms. Melissa C. Rosario

Quarter: FIRST QUARTER

Content Standards Performanc Formation Transfer Goal Learning Assessments Strategies Resources Core
e Standard Standard Competencie Value
s s
The learner demonstrates The learner The learner The students 1.Share prior  Pair work  Think-pair-share English
understanding of how actively will learn that transfer learning by knowledge activity  Question and Communicatio
Anglo-American participates through actively about a text  Recitation Answer n Arts and
literature and other text in a speech his/her participating in a topic  composition  Song analysis Skills Through
types serve as means of choir through understanding speech choir  composition  Guided Anglo-
enhancing the self; also using of Anglo- through using 2. Evaluate a  illustration generalization American and
how to use processing, effective American effective verbal and song  Product  Reflection paper Philippine
assessing, summarizing verbal and literature nonverbal strategies adaptation of assessment  Mind-mapping Literatures 9
information, word non-verbal including based on the an epic with ICT
(Photo-collage)  Group-sharing
derivation and formation strategies Philippine following criteria: integration
 Oral recitation  Word/sound
strategies, appropriate based on the literature and focus, voice, a. Process (various links
 board work analysis
word order, punctuation following other text delivery, facial information for resource
 seatwork (ECAS  Minimal Pair-
marks and interjections criteria: types is expressions, body mentioned in materials)
page 13) drills
to enable him/her to Focus, significant, so movements/gestures the text
participate actively in a Voice, that in the , and audience listened to  group work  Game
speech choir. Delivery, long-run, the impact. b. Compare  seatwork (ECAS  skill-building
Facial learners will and contrast page 16,18-19) exercises
Expressions, be able to information
Content/Topic Body demonstrate listened to
Movements/ communicativ
Lesson 1: The Gestures and e competence 3. Analyze
Beginnings of English Audience for a deeper literature as a
Literature: The Old Contact. appreciation of means of
English Period Philippine discovering
culture and the self.
those of other
countries.
Featured Selections: 4. Visualize
-The Story of Beowulf: A poetic
Summary imagery.
-The Ruined City
-The History of Caedmon 5. Infer
thoughts,
 Beowulf feelings and
 Song adaptation intentions in
of an epic the material
 Elegiac Lyrics of viewed.
the Pagan Age
 Poetic imagery 6. Produce the
correct sound
 Sounds of
of English.
English- /ᾱ/ and
/α/
7. Determine
 Idiomatic
the meanings
expressions
of idiomatic
 Punctuation expressions
marks by noting
 Sentences and context clues
fragments and
collocations

8. Construct
good
sentences

a. Use
appropriate
punctuation
marks and
capitalization
to convey
meaning
b. Distinguish
between
 sentences and
fragments
English
Lesson 2: The Middle Recognize Communicatio
English Period characteristic n Arts and
s of ballad  Oral recitation  Question and Skills Through
Featured Selections: 1.Identify  Differentiated Answer Anglo-
-Lord Randal types and Group work  Poem analysis American and
- Bonny Barbara Allan features of  Graphic  Guided Philippine
-Get up and Bar the poetry Organizer Generalization Literatures 9
Door (chart)  Brainstorming with ICT
-The Death of Arthur 2. Identify the  Compositions  Application integration
The Prologue distinguishing (with rubric) (Writing a (various links
-The Knight features of  Oral sharing ballad) for resource
-The Pardoner’s Tale Anglo-  Reflection materials)
American
 Ballad lyric poetry,
 Characteristics of songs, poems,
Ballad sermons and
 Ballads set to allegories
music
 Contribution of 3. Explain
Knights to Early how the
English elements
Literature specific to a
 Notable authors selection
-Sir Thomas build its
Malory theme.
-Geoffrey
Chaucer 4. Write a
simple ballad

a. compose
forms of
literary
writing
b. use literary
devices and
techniques to
 craft poetic
forms

5. Explain
how a
selection may
be influence
by culture,
history,
environment
and other
factors

Lesson 3: Renaissance 1.Assess the  Group work  Film-viewing

in England relevance and  Insight-sharing  Reflection
Featured Selections: worth of ideas  Group task  Speech choir
-Who is Sylvia?
presented in  Group game  Game
the material  Individual  Paper-pencil
- Blow, Blow, Thou
viewed seatwork  Application
Winter Wind
-Romeo and Juliet  Product (Drawing comic
2. Use the assessment strips and using
-Hamlet
appropriate (comic strips) interjections in
-Merchant of Venice
and effective
-Shakespeare’s Sonnets:  Seatwork (page the dialogues)
speech
XVIII, XXIX, CXVI 69)  Minimal-pair
conventions drills
expected in
 William speech choir
Shakespeare presentations
 Drama/Plays
 Speech Choir 3. Interpret
 Idioms and use
 Interjections idioms
 Sounds of
English- /ä/, /ə/ 4. Use
and /ō/ interjections
to convey
meaning
 5. Produce the
correct sounds
of English

1.Analyze  Composition  internalization

Lesson 4: Other Works literature as a (letter)  poetry recitation
from the Renaissance means of  Individual oral  textual analysis
Period discovering communication  in-depth
the self task (with discussion
Featured Selections: rubric)  idea organization
-Song to Celia 2. Make  Constructed
- Rosalind’s Madrigal decisions response
-Cherry-Ripe based on what  Seatwork (page
-Virtue is listened to 88-89)
-Art Thou Poor  outline
-Of Studies 3.Arrive at the
meaning of
 Notable authors words through
-Ben Jonson word
-Thomas Lodge formation
-Thomas
Campion 4. Organizing
-George Herbert an outline
Thomas Dekker
-Francis Bacon
 Renaissance
Poems
 Word Formation
-clipping
-blending
-acronym,
-compounding
-folk etymology
 Outline