GRADE 9- ENGLISH

ANGLO-AMERICAN LITERATURE

PREPARED BY:
MS. ANDREATA GLEEN-NAIE B. PANIANGO
Table of Contents

Introduction Page---4
Content Standards, Performance Standards and
Most Essential Learning Competencies Page---4

Performance Task Page---5

Description of Scaffolds (small tasks)
Big Task in GRASPS Form
Rubric

Scope and Sequence of Lessons Page---8

Week 1 Orientation/Preliminaries/Diagnostic Task Page---9

Week 2 Lesson 1 Page---15

Week 3 Lesson 2 Page---21

Week 4 Lesson 3 Page---28

Scaffolds for Performance Task

Week 5 Unit Test Page---36

Week 6 Lesson 4 Page---36

Scaffolds for Performance Task

Week 7 Lesson 5 Page---45

Scaffolds for Performance Task

Week 8 Lesson 6
Scaffolds for Performance Task Page---50

Week 9 Scaffolds for Performance Task Page---61

Week 10 First Quarterly Examinations Page---61

Introduction

The First Quarter shall cover grammar lessons on basic conditionals used in English,
modals, and word formation. This also presents the best features of Anglo-American
literature and well-chosen literary selections such as Beowulf, Song to Celia, and King Arthur
which are all value-laden, reflecting the different walks of life, and mirroring life lessons that
have relevance in today’s generation. Moreover, it encompasses topics on vocabulary
development like communicative styles for various situations.
The learning tasks are built on the twenty-first-century skills. The learners will be
engaged in critical and creative thinking and doing. Communicative and collaborative
capabilities will be developed effectively through the concepts learned in grammar and
literature. In addition, activities will be provided for learners to practice in order to intensify
their ability to understand, interpret, and analyze information from a variety of listening,
reading, and viewing selections.
At the end of the quarter, the learner shall be required to write a motivational speech
and deliver it through a video presentation. The content must be about encouraging others
on the importance of self-improvement which is very timely as we face today’s catastrophe.
And as a transformative and holistic student, it is one of his/her vital roles to influence and
inspire globally to bring positive change.

Content Standards
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 Standards
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.
Most Essential Learning Competencies
 Express permission, obligation, and prohibition using modals
 Use conditionals in expressing arguments
 Employ the appropriate communicative styles for various situations (intimate,
casual, conversational, consultative, frozen)

Performance Task
At the end of this quarter, the student will be assessed through his/her performance
task. The student is expected to write and deliver a motivational speech. The making of
the motivational speech shall be facilitated through SCAFFOLDS or small tasks. There are
3 scaffolds that will help the student in doing his/her motivational speech which are the
following:
A. The first scaffold is the presentation of sample videos and scripts of
motivational speech which will be given by the teacher. These sample videos and
scripts will be used as bases in order for the students to be properly guided as
they prepare a motivational speech.
B. The second scaffold is the making of the motivational speech script. The
script/outline will serve as the blueprint or guide of the speaker. It contains the
basic structural elements of a speech which are the introduction, body, and
conclusion. The teacher shall give a sample format of a speech outline.
C. The third scaffold is the critiquing of the motivational speech video. This is
considered as the video draft of the students as they deliver their motivational
speech. This is subject for corrections and enhancements before heading to the
big task.

Note: Both scaffold 2,3, and big task shall be submitted through the teacher’s email
or messenger, or it can be personally sent by the parents to JHS office, just bring a
flash drive where they can store the script and videos.

Big Task in GRASPS Form

Self-Improvement is an integral part of one’s life. It has to be a
continuous process since it is one of the core components to build and become
better versions of ourselves. Today’s generation aims to outdo their
capabilities and see how far they could go. In order to achieve this goal,
TOASTMASTERS INTERNATIONAL conducts an online competition for
motivational speech which will be uploaded in their page. The said association
will have auditions in different parts of the country to showcase and promote
the importance of enhancing one’s self. Your organization, Cotabato Literary
Guild, chose you as the representative. The participants are to prepare a
motivational speech presentation using verbal and non-verbal strategies. The
presentation must observe appropriate characterization, choreography,
mastery, delivery, and must skillfully exhibit verbal and non-verbal strategies
such as eye contact, body movement, facial expressions, and tone of voice.
The rubric below shall be used to grade the performance task of the student.

MOTIVATIONAL SPEECH RUBRIC

Very Good Good Fair

CRITERION Poor
(13-15 pts) (8-12 pts) (7-5 pts)
(4-1 pts)
CONTENT OF Topic explained Topic clear Topic clear –a bit Topic not evident
SPEECH with creativity Topic original over simplified Unoriginal topic
and clarity. Part of topic original
Topic very All facts are Many facts are
original relevant and Most facts are irrelevant or
accurate. relevant and inaccurate.
Facts are accurate.
creative and All information is Information is
extensive. conveyed clearly Some information is confusing. No
with emphasis confusing. Some emphasis on main
Contributes own placed on main emphasis on main points.
knowledge and points. points.
expertise to Most ideas are
classroom Ideas are Some ideas are not not supported
content. supported with sufficiently supported with evidence
specific, relevant with evidence.
Ideas are and accurate Low diction
supported with evidence. Few words with high
creative evidence. diction
High diction used
High diction periodically
throughout.

ORAL Speech is Speech is Speech is somewhat Disorganized

DELIVERY creatively organized, flows organized Presentation is
organized. well Presentation is mumbled or
Speaks with Speaks with clarity unenthusiastic, or inaudible,
clarity and Good eye contact slightly Inaudible minimal
confidence. with audience enthusiasm
Exceptional eye Some Limited/awkward No eye contact
contact gestures/body eye contact with (reading notes)
Gestures/body language enhance audience
language enhance Hand gestures/
Rarely uses Gestures/body body language is
Never uses inappropriate language neither distracting
inappropriate words (i.e. “ah,” distract nor enhance
words (i.e. “ah,” “um,” “like”) Uses
“um,” “like”) Uses inappropriate inappropriate
Enthusiastic and words sometimes (i.e. words sometimes
Gains and engaged “ah,” “um,” “like”) (i.e. “ah,” “um,”
engages attention “like”)
of the entire Appropriate level Quite informal
audience. of formality Inappropriately
informal
Speech is
dynamic,
creative, and
unique.
ENTHUSIASM Very Good Good Fair Poor
(Posture, eye (8-10 pts) (5-7 pts) (4-2 pts) (1 pt)
contact, facial
expressions, Facial Facial expressions Facial expressions Very little use of
gestures, expressions and and body language and body language facial expressions
costume) body language sometimes are used to try to or body language.
generate a strong generate a strong generate enthusiasm, Did not generate
interest and interest and but seem somewhat much interest in
enthusiasm about enthusiasm about faked. topic being
the topic in the topic in others. Sometimes stands up presented.
others. Stands up Stands up straight straight and Slouches and/or
straight, looks and establishes eye establishes eye does not look at
relaxed and contact with contact. people, does not
confident. everyone. establish eye
Establishes eye contact.
contact.

MASTERY Very Good Good Fair Poor

(8-10 pts) (5-7 pts) (4-2 pts) (1 pt)

The student fully The student fairly The student to some The student does
demonstrates demonstrates extent demonstrates not show mastery
mastery of the mastery of the mastery of the piece in demonstrating
piece by piece by by maintaining vocal the piece.
maintaining vocal maintaining vocal unison, stage poise,
unison, stage unison, stage eye contact, and
poise, eye poise, eye contact, other verbal and
contact, and other and other verbal nonverbal effects.
verbal and and nonverbal
nonverbal effects. effects.
Scope and Sequence
Week/Date Lesson Number Topics/Activities
Orientation/ Setting the Atmosphere
Preliminaries Getting to Know Activities
Diagnostic Task
Week 1 Acquisition  Intro to Literature
September 7-11, Lesson 1  Introduction to Anglo-American
2020
Week 2 Acquisition  Beowulf (Language of Beowulf)
September 14-18, Lesson 2  Characteristics of an Epic Hero
2020
Week 3 Acquisition/Transfer  Communicative Styles
September 21-25, Lesson 3 (intimate, casual, conversational, consultative,
2020 frozen)
 Normal and Inverted Word Order
 First Scaffold for Motivational Speech
(showing sample videos and scripts)
Week 4 Assessment FIRST UNIT TEST
September 28-
October 2, 2020
Week 5 Acquisition/Transfer  4 basic conditionals used in English
October 5-9, 2020 Lesson 4 Using Conditionals in Expressing Arguments
 Song to Celia
 Second Scaffold for Motivational Speech
(making of the motivational speech script
Week 6 Acquisition/Transfer  King Arthur wins the sword and Slays the
October 12-16, Lesson 5 Dragon
2020  Third Scaffold for Motivational Speech
(critiquing of the motivational speech video)
Week 7 Acquisition/Transfer  Word Formation (clipping, blending,
October 19-23, Lesson 6 acronym, compounding)
2020  Modals: Express permission, obligation, and
prohibition
Transfer  Consultation and Coaching for the
Motivational Speech
Week 8 Assessment  FIRST QUARTER EXAMINATIONS
October 26-30,  Submission of the Task
2020 (which may extend to first week of the Second
Quarter)

Week 1 August 24-28, 2020

Activity 1: “All About Me”
 Choose a number from one to fifty. Each number has a corresponding question.
 Your task is to answer your chosen question through a video presentation. A maximum of two
minutes will do. Include a short and creative introduction of yourself. The video must also consist
of your expectations on the subject and teacher.
 Then, watch the following videos about:
 Best Ways to Introduce Yourself
 Creative way of Introducing Yourself by Aira Lopez

Note: These videos will serve as your guide in creating your two-minute presentation.

(Insert powerpoint presentation of your random questions 1-50)

https://www.youtube.com/watch?v=keZnAtBxO-c

https://www.youtube.com/watch?v=9cDspmj_Eb8

Activity 2: “ My Metaphor of Literature”

A figure of speech is a poetic device that uses words out of their literal meaning or out of their ordinary
use to achieve a special effect. The use of figures of speech adds beauty or emotional intensity or
transfers the poet’s sense impressions by comparing or identifying one thing with another that has a
meaning familiar to the reader.
One of the examples of figures of speech is Metaphor.

 Task: Make your own Metaphor of Literature. Include a brief explanation of your metaphor.
Activity 3: “My Journey Towards Literature”
 Study the given checklists below. Tick the stories that you have read.
  Explain the prevailing theme of the stories you have read.

Activity 4: “Take a Quiz”

 Take this Encyclopedia Britannica Quizzes.

https://www.britannica.com/quiz/browse

 Choose online quizzes on Literature and other related topics.

 Afterwards, screenshot your score and send it to your English teacher.
Week 2 August 31-September 4, 2020
Objectives:
1. Identify what is literature, its function, types & divisions
2. Create a postcard presenting one’s idea/point of view
3. Trace the development of English Literature
4. Create a timeline showing the development of English literature.
5. Demonstrate understanding of how Anglo-American literature serves as a means of enhancing the
self

Topic/s:
 Intro to Literature
 Introduction to Anglo-American

TOPIC 1: Introduction to Literature

I. BEFORE THE LESSON

ACTIVATE Prior Knowledge

Activity 1: Literary Postcards

 Using a postcard, depict a key scene of your ideas or point of view on what literature is. Use the
left part of the postcard for your drawing and the right part for a brief writing/description. (3-
5 sentences will do)

II. DURING THE LESSON

ACQUIRE New Knowledge

Activity 2: A Glimpse of Literature
 Study the following videos/pictures.
 The teacher will also provide a copy of this and will send in the Google Classroom.
 Make sure to take down notes important details found in the videos and powerpoint presentation.
  The following videos and powerpoint presentation tackle the meaning of literature in different
aspects such as in education and in life as general. These also present the functions of literature,
its types, genres, and subgenres with examples of literary works.

What is Literature for?

https://www.youtube.com/watch?v=4RCFLobfqcw
Literary Genres and Subgenres
https://www.youtube.com/watch?v=oarGRayak5o

Guide Questions:
1. What does the study of literature offer?
_________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________
_________________________________________________
 2. How does literature serve as an avenue in enhancing one’s self?
_________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________
_________________________________________________

III. AFTER THE LESSON

APPLY New Knowledge

Activity 3: The one-minute paper
Set a one-minute timer and write down your most eye-opening revelation or biggest questions in mind
about the lesson. You must reflect on the learnings that you have gained, understandings and
misunderstandings as well. This will also help you to build writing skills. (5-8 sentences will do)

IV. ASSESS Learning

Part I. Instructions: Identify what is being asked/stated in each item.

__________________ 1. It is a term used to describe written and sometimes spoken

material. It represents the culture and tradition of a language
or a people.
__________________ 2. It is an expression of man’s ideas and feelings in an ordinary
 language of man.
__________________ 3. It is a narration demonstrating a useful truth, especially in
which animals speak as humans.
__________________ 4. It is an account of someone’s life written by someone else.
__________________ 5. It is a product of one’s imagination.
__________________ 6. It is an expression of man’s ideas and feelings in words
designated to delight the ear and appeal to the imagination.
__________________ 7. These are stories about fairies or other magical creatures,
intended for children.
__________________ 8. It is a self-written account of the life of a person.
__________________ 9. These are legend or traditional narratives often pertaining to
the actions of the gods.
__________________ 10. It is a book in which one keeps a daily record of events and
experiences.

Part 2. Instructions: Answer the given process questions briefly.

1. Why is literature such a vital medium that reflects people’s values, perspectives, or environment?
_________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________
_________________________________________________

2. How is literature shaped over time?

_________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________
_________________________________________________

3. What is the best way to understand or appreciate literature?

_________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________
_________________________________________________
TOPIC 2: Introduction to Anglo-American Literature
I. BEFORE THE LESSON

ACTIVATE Prior Knowledge

Activity 1: Learning Cruise
What have you significantly learned about the influence of culture, history, and environment on Anglo-
American literature? What do you still know? What may you never know? Write it inside the appropriate
box. Explain.

What I know Now

What I Still Do Not

Know

What I May Never Know

II. DURING THE LESSON

ACQUIRE New Knowledge

Activity 2: Time Travel
 Watch and study the following videos and powerpoint presentation.
 These videos and powerpoint presentation discuss the following:
1. Where did English come from?
2. How did English evolve?
3. The Beginnings of English Literature
4. Anglo-American Literature

https://www.youtube.com/watch?v=YEaSxhcns7Y

https://www.youtube.com/watch?v=kIzFz9T5rhI

https://www.youtube.com/watch?v=H3r9bOkYW9s

III. AFTER THE LESSON

APPLY New Knowledge

Activity 3: A Trip to Anglo-American Literature
 Create a timeline reflecting the development of English Literature. Make sure to indicate authors
and their literary works that flourish during each era or historical period. You can use this sample
timeline or you can produce your own.
IV. ASSESS Learning

 Sentence Completion
Instructions: Read and analyze the following phrase, complete each to form a meaningful
sentence.

Example: The study of English literature ________________________.

The study Of English literature is thought-provoking.

1. In literature, a new world ________________________________________.

2. To enter this new world, we ______________________________________.
3. The early literature of England ___________________________________.
4. An important aspect of the study of literature ________________________________.
5. Invaders from the European continent ________________________________________.
6. These continental invaders ____________________________________________________.
7. Among these continental invaders the Romans _______________________________.
8. Among the two social classes in ancient England, the earl _________________________.
9. The second social class, the churl, ____________________________________.
10. “An eye for an eye and a tooth for a tooth” _______________________________________.