Diocesan Catholic Schools System
Diocese of San Pablo
CURRICULUM PACING GUIDE
I. Subject: English 9
II. Grading Period: 3rd Period
III. Time Frame: 10 weeks
IV. Topic: Taking Accountability
V. Subtopic: Chapter 5: Assuming Personal Responsibilities (Living Life to the fullest, Trusting Oneself, Accepting Responsibilities, Breaking Life’s Routine)
Chapter 6: Recognizing One’s Duty to others (Balancing Obligations and choices, Harnessing Beauty, Love, and Responsibility, Acknowledgement the Importance of
Commitment, Honoring One’s Duty to the country)
Content Standard
The learner demonstrates
understanding of how Anglo-
American literature as a means of
connecting to the world through
using ways of analyzing a one-act
play and providing feedback to a
material listened to or viewed.
Performance Standard
The learner transfers learning by
composing a play synopsis and
performing in a one-act play with
appropriate and creative use of
dramatic conventions, multi-media
resources, and verbal and non-
verbal strategies.
Liceo de Pila
Pila, Laguna
Enduring Understanding
 A person who handles duty
and obligation with a
mature sense of
responsibility is more
capable of building
meaningful relationships
with oneself and others.
 The joys of reading and
writing poetry include an
appreciation of the human
imagination and creativity
to use language in
expressing the heart and
mind.
 An individual who values
his or her personal
responsibilities is most
likely to be faithful to his
or her duties as a member
of a society.
 Participating in a debate
Essential Questions
 Why is it important to
have a deep sense of
responsibility?
 Why should one .
appreciate poetry?
 How are personal and
social responsibilities
related?
 How is debate an
important form of
communication?
Learning Competencies
 Employ appropriate
listening strategies suited
to type of text
 Interpret the message
conveyed in a material
viewed.
 Reflect on the ideas of the
speaker.
 Analyze literature as a
means of connecting to the
world.
 Share personal opinion
about the ideas listened
to.
 Form decisions based on
the ideas mentioned.
 allows one to make a stand  Use appropriate multi-
and to demonstrate media resources to
oneself as a credible and accompany the oral
logical communicator. delivery of lines.

“ Photo-Poetry- Exhibit”

The students will make a Photo-Poetry Exhibit for the launching of your collection; you will put up a photo-poetry exhibit where you will display each of your poems side by
side a photograph that depicts the poem’s message or meaning.

VII. Transfer Goal

Through this task, the students should be able to demonstrate their understanding and creative application of the poetic elements and devices: apply linguistic concepts in
poetry, and employ creativity in taking, selecting, and organizing photographs.

VIII. Rubric for Photo-Poetry Exhibit

Criteria Exemplary(4Points)
CONTENT The poems illustrate the theme
on taking accountability. Poetic
elements and devices are used
appropriately and creatively.
Proficient(3Points)
The poems illustrate the theme
on taking accountability. Some
poetic elements and poetic
devices are used vaguely or
imprecisely.
At Standard(2 Points)
Some of the poems do not
adhere to the theme. Some
poetic elements and devices are
used vaguely or imprecisely.
Developing(1Point)
Some of the poems do not
adhere to the theme. Most of
the poetic elements and devices
are used vaguely and
inappropriately.

APPROPRIATENESS OF All photographs adhere to the Most of the photographs adhere Most of the photographs adhere Most of the photographs do not
PHOTOGRAPHS general theme and reflect the to the general theme and reflect to the general theme but some adhere to the general theme
meaning of the poem the the meaning of the poem the do not reflect the meaning of and do not reflect the meaning
represent. represent. the poem they represent. of the poem they represent.

USE OF LANGUAGE The poem exhibit a good
command of the language.
Words are carefully chosen to
depict the theme. Rules on
punctuation are followed or
even subverted for creative
The poems exhibit a good
command of the language
although a few grammatical
errors are evident. Rules on
punctuation are followed.
Some grammatical and Many grammatical and
mechanical errors are evident in mechanical errors are evident in
most of the poems. the most of the poems.
 effect.
OVERALL IMPACT All photographs in the exhibit
are excellent quality and the
poems are presented creatively.
The decorations choice of
colors. And overall setup are
unique and appealing.
Most photographs in the exhibit
are excellent quality and the
poems are presented creatively.
The decorations choice of colors
and overall setup are unique
and appealing.
Some of the photographs are
not excellent quality and some
of the poems are not presented
creatively. Some of the
decorations, choice of colors,
and overall setup are plain and
simple.
Some of the photographs are
not excellent quality and some
of the poems are not readable,
some of the decorations, choice
of colors and overall setup are
not appropriate.

RATING SCALE:
14-16 Points—Exemplary
11-13 Points—Proficient
8-10 Points-- At standard
4-7 Points—Developing
 Learning Plan

WEEK 1
I. Explore
Let the student read and study
the given conversation and
answer the exercise in Explore.
II. Firm- up III. Deepen IV. Transfer
Discuss the input in Firm Ask the students to answer Discuss the input in
up. the exercise in Deepen. Transfer and let the
student do the writing task.

WEEK 2
I. Explore II. Firm- up III. Deepen IV. Transfer
Let the students work on the Discuss how sentence Let the students answer Discuss tips on how to
short task. coordination is archived the exercise and write content for various
using the grammar input. afterwards: presentations using the
input in transfer.

WEEK 3

I. Explore II. Firm- up III. Deepen IV. Transfer

Let the student accomplish the short
task in Explore.
Discuss correlative
conjunctions using the input
in Firm up.
Let the students answer the
exercise in Deepen as a
seatwork.
Discuss the tips and
guidelines in writing a
concept paper as presented
and have the students
accomplish the writing task.

WEEK 4
I. Explore II. Firm- up III. Deepen IV. Transfer

Review the previous Discuss the grammar input. Have the students answer the Have the students accomplish
grammar lesson briefly. exercise in deepen the writing task afterwards.
Instruct the students to
work on the exercise.
 WEEK 5
I. Explore II. Firm- up III. Deepen IV. Transfer
Let the students work on the Discuss the grammar input in Have the students answer the Discuss the writing input in
task in explore. firm-up. exercise in deepen. transfer.

WEEK 6
I. Explore II. Firm- up III. Deepen IV. Transfer
Instruct the students to work Discuss the grammar input in Have the students answer the Then discuss the writing input
on the task. firm-up. exercises in deepen. in transfer and let the students
work on the writing task
afterwards.

WEEK 7
I. Explore II. Firm- up III. Deepen IV. Transfer
Tell the students to work on Discuss the grammar input in Then have the students answer Discuss the writing input and
the task. firm-up. the exercise. assign the writing task as
seatwork.

WEEK 8
I. Explore II. Firm- up III. Deepen IV. Transfer
Tell the students to read and Discuss the grammar input in After discussion have the Discuss the writing input in
study the conversation in firm-up. students answer the exercise in transfer and instruct them to
explore. deepen, work on the writing task.
WEEK 9
I. Explore II. Firm- up III. Deepen IV. Transfer
Instruct the students to work Discuss the grammar input in Once the discussion is finished Discuss the important
on the task. firm-up. have the students answer the mentioned in transfer and have
exercise in deepen. the write their own
argumentative essay.

WEEK 10
I. Explore II. Firm- up III. Deepen IV. Transfer
Instruct the students to work Discuss the using input in Firm Let the students do the exercise Discuss the writing input in
on the task. up. in Deepen as a seatwork. transfer and instruct them to
work on the writing task.

Prepared by: Mrs. Maureen M. Vida

Adviser