LEARNING PLAN

ENGLISH 9 – FIRST QUARTER

GRADE 9 UNIT TOPIC : POETRY THAT SPANS TIME AND DISTANCE
LESSON 1: POETRY IN THE ANGLO-SAXON TIMES (BEOWULF)

UNIT STANDARDS

CONTENT STANDARD
The learner demonstrates understanding of how Anglo-American 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.

PERFORMANCE STANDARD
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.
LEARNING COMPETENCIES:

EN9LT-Ia-14: Analyze literature as a means of discovering the self

EN9VC-Ia-3.8: Infer thoughts, feelings, and intentions in the material viewed
EN9LT-Ia-14.1: Identify the distinguishing features of notable Anglo-American lyric poetry, songs, poems, sermons, and allegories
EN9LT-Ib-14.2: Explain how the elements specific to a selection build its theme
EN9G-Ia-1.6/1.7: Use appropriate punctuation marks and capitalization to convey meaning

LEARNING TARGETS
 Analyze lines from the epic
 Discuss an overview of the Old English as highlighted in the epic “Beowulf”
 Analyze the life of Anglo-Saxons through a video clip
 Discuss epic and its conventions
  Compose meaningful kennings
 Identify alliterative lines from the epic
 Recall the eight parts of speech
 Know the importance of using the proper capitalization and punctuation in speaking, reading, reciting and writing
EXPLORE
Literature:
Activity 1. Wanted Hero! The students will make a list of their strengths, weaknesses, talents and abilities and use that list to tell if they have what it takes to
become a part of the special training for the heroes.
Activity 2. Vocabulary Check. The students will answer the vocabulary exercises on their book.
Grammar:
Activity 1. Recalling the eight parts of speech. The students will read the first ten lines of the epic “Beowulf” and identify the parts of speech used.
FIRM UP
Literature:
Activity 3. Comprehension Check. The students will answer the questions about the epic “Beowulf” on their book
Activity 4. The Life of Anglo-Saxons. The students will watch an animated version of the epic “Beowulf”.
Grammar:
Activity 2. Find It! The students will go back to the excerpt of the epic “Beowulf” and identify alliterative lines found in the epic.
DEEPEN
Literature:
Activity 5. Values Appreciation. The students will answer the questions about the epic “Beowulf” on their book
Activity 6. Show It! The students will group themselves into 5 and then they will discuss the leadership of Beowulf and Lapu-Lapu and use a Venn Diagram to
compare and contrast their styles.
Activity 7. Analyzing Lines from the Epic. The students will read lines from the epic “Beowulf” and match them with the characteristics of the Old English.
Activity 8. A Creative Timeline and Genealogy. The students will create a timeline of the epic “Beowulf” and a simple genealogy of the Danish Monarchy.
TRANSFER
Activity 9. Hero “Selfie”. The students will compose a poem that creatively speaks about themselves. They have to make use of the kennings that they had made
and underline them in the poem.

G-Aims to highlight students’ characteristics that makes them a hero

R-A hero for the country
A-Teacher and students
S-The country is in a state of calamity. It needs people who are willing to face adversities and the heroes will be screened for a special training so they have to be
worthy in order to get in.
 P-A creative poem with kennings
S-Content, Creativity and Poetic Elements and Kennings
Rubrics
Criteria 4 3 2 1
Outstanding Satisfactory Developing Beginning

Content The message of the The message of the The message of the The message of the
poem is stimulating poem is clear that the poem is vague that the poem takes a great
that the audience will audience will be able audience will be deal of effort to
be able to see, hear, to see, hear, think or somewhat able to see, understand at all that
think, or feel about the feel about it. hear, think or feel the audience cannot
poem in a new way. about it. see, hear, think or feel
about it.

Creativity The poem contains The poem contains The poem contains The poem has little or
original descriptions important details details patterned after no evidence of
that contribute to the and/or descriptions others and/or creativity. The student
reader’s enjoyment. that contribute to the descriptions but they does not seem to have
The student really reader’s enjoyment. distract from the story. used much of his/her
used his/her The student have used The student have tried imagination.
imagination. his/her imagination. to use his/her
imagination.

Poetic Elements & Kennings The poem creates The poem has sensory The poem uses The poem lacks
vivid images that details and sound confusing sensory sensory details and
heighten its meaning devices that add details and sound sound devices. It
and it contains more meaning to the poem devices. It contains l3- contains 1-2 kennings.
than five kennings. and it contains 5 4 kennings.
kennings.
Prepared by: Checked by:

MAYBELL C. GONZALES MS. NERISSA S. DELOS REYES

English 9 Teacher Junior High School Principal

202-215grade9cg

223-234grade10cg