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 adaptation of assessment  Mind-mapping Literatures 9
information, word non-verbal including strategies based on an epic with ICT
(Photo-collage)  Group-sharing
derivation and formation strategies Philippine the following integration
 Oral recitation  Word/sound
strategies, appropriate based on the literature and criteria: focus, a. Process (various links
 board work analysis
word order, punctuation following other text voice, delivery, information for resource
marks and interjections criteria: types is facial expressions, mentioned in  seatwork (ECAS  Minimal Pair- materials)
to enable him/her to Focus, significant, so body the text page 13) drills
participate actively in a Voice, that in the movements/gestures listened to  group work  Game
speech choir. Delivery, long-run, the , and audience b. Compare  seatwork (ECAS  skill-building
Facial learners will impact. 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 5. Infer
Caedmon thoughts,
feelings and
 Beowulf intentions in
 Song adaptation the material
of an epic viewed.
 Elegiac Lyrics of
the Pagan Age 6. Produce the
 Poetic imagery correct sound
of English.
 Sounds of
English- /ᾱ/ and
7. Determine
/α/
the meanings
 Idiomatic
of idiomatic
expressions
expressions
 Punctuation by noting
marks context clues
 Sentences and and
fragments collocations

8. Construct
good
sentences

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

1.Assess the  Group work  Film-viewing

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

1.Analyze  Composition  internalization

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