Walking Through Grade 9

English
Learning Module 1
 Session Objectives

In this learning session, the participants should

be able to:

1. gain clearer understanding of the contents and

processes in teaching Grade 9 English

2. discuss difficulties / concerns related to the

teaching of Grade 9 English and give
recommendations

DEPARTMENT OF EDUCATION
 Walking Through Grade 9 English

GROUP ACTIVITY

1. Choose a facilitator and a rapporteur.

2. Examine the contents of the Leaner’s Material

(LM) and Teacher’s Guide (TG). Copy the
Learner’s Material Matrix in a manila paper,
and fill it out with entries called for.

DEPARTMENT OF EDUCATION
 Walking Through Grade 9 English
Learner’s Material Matrix
Module Theme Lesson No. Grammar Enabling Culminating
& Sub- /Language Activities Activity FINDINGS RECOMMEND-
ATIONS
Theme Focus

Write your group’s findings and recommendations on how

the LM and TG carried out the language learning processes
specifically on:
a. spiral progression d. learner-centeredness
b. interaction e. contextualization
c. integration f. construction
DEPARTMENT OF EDUCATION
 ANALYSIS

On the Activity On the Groups’ Outputs

1. What discoveries have you 1. What are the points of

come up with after doing agreement and
the activity? disagreement?
2. What are the common
discoveries you’ve made?

On the Topics / Competencies On Maximizing the LM & TG

1. What topics/competencies 1. What other concerns

do you think will the regarding the LM and TG
teachers find difficult to have been surfaced after
teach? Why? the activity?

DEPARTMENT OF EDUCATION
Understanding the Connection among the
Curriculum Framework (CuF), Conceptual
Framework (CF), Curriculum Guide (CG),
Learner’s Material (LM) and Teacher’s
Guide (TG)
 Connection among CuF, CF, CG, LM & TG

ENGLISH English Grade 9 Holistic

CONCEPTUAL Filipino
FRAMEWORK
CG LM TG Learner/
Child

LANGUAGE Your Journey

A
Content

S
Standard Your Objectives

S
Learning Your Initial Task

E
The K to Competencies
Performance Your Text

S S M E N T
12
Philippine Standard Your Discovery
Basic Culminating Task
Activity
Education
Curriculum Your Final Task
Enabling
Framework Activities My Treasure

DEPARTMENT OF EDUCATION
 ANALYSIS

Assessment can be done in various ways to address different abilities,

interests and motivation of learners and is built into instructional process;
moves from judgmental to developmental.( self-assessment, reflective,
informal, diagnostic, formative, peer assessment and portfolio
assessment) generates input to inform and guide

“Continuous Assessment ( CA) is an on going, informal assessment

and evaluation ( process of making a judgment of a product, a response and a
performance based on criteria ) combined.”
-- McTighe and Ferrara ( 1994)

DEPARTMENT OF EDUCATION
 ANALYSIS

Continuous assessment effectively demonstrates

and reflects the actual learning in the classroom. It
is a process of gathering and integrating
information

“affirms high-order, creative and critical thinking;

and because it embraces not only cognitive
outcomes but behavioral and affective outcomes
as well.”
----Carol A. Puhl

DEPARTMENT OF EDUCATION
 ANALYSIS

- directs instructional attention

- authentic, real-life tasks
- holistic and heavy on critical thinking and integration
- multi-dimensional
- typically done in a range of tasks
- provide feedback/ comments(from peers, teachers)
that happens during the process while there is still
time to change and feedback happens quickly
- learners , parents are invited to help assess

DEPARTMENT OF EDUCATION
 Connection among CuF, CF, CG, LM & TG

The Learning Standards and Learning Competencies

Reading Listening Viewing Vocabulary

Comprehension Comprehension Comprehension Development

Content
Standard

Performance
Standard

Oral Grammar
Writing &
Literature Language & Awareness
Composition
Fluency

DEPARTMENT OF EDUCATION
The Grade 9 Learning
Standards
(Module 1)
 The Learning Standards

Program Standard (Kinder to Grade 12):

The learner demonstrates communicative competence through his/ her

understanding of literature and other texts types for a deeper appreciation of
Philippine Culture and those of other countries.

English Grade 9

Grade Level Standard:

The learner demonstrates communicative competence through his/her
understanding of British-American Literature, including Philippine
Literature and other text types for a deeper appreciation of Philippine
Culture and those of other countries.

DEPARTMENT OF EDUCATION
 The Learning Standards
English Grade 9 – Module 1
Answer the Unpacking CS/PS Worksheet.

DEPARTMENT OF EDUCATION
 The Learning Standards
English Grade 9 – Module ___

Content Standard: Performance Standard:

• answers the • answers the question: How well
question: What must students do their work?
should students • presents product or performance
know (knowledge) as evidence of learning or
and do (skills)? attainment of content standard
• shares the most • adds value to what students
important and learned
enduring ideas, • demonstrates conceptual
issues, principles, understanding of content and skill
skills and habits of acquisition
mind
• represents real life, authentic task
• expresses the
desired results • encompasses the standard

DEPARTMENT OF EDUCATION
 The Learning Standards
English Grade 9 – Module 1
Content Standard: Performance Standard:
The learner demonstrates The learner actively
understanding of how Anglo- participates in a
American literature and other text speech choir through
types serve as means of enhancing using effective verbal
the self; also how to use processing, and non-verbal
assessing, summarizing information, strategies based on the
word derivation and formation following criteria:
strategies, appropriate word order, Focus, Voice, Delivery,
punctuation marks and Facial Expressions,
interjections to enable him/her to Body Movements/
participate actively in a speech Gestures and
choir. Audience Contact.

DEPARTMENT OF EDUCATION
 The Learning Standards
English Grade 9 – Module 1
Content Standard – Key Concepts

Word
derivation
ENHANCING and
formation
THE SELF strategies
Anglo-
American
literature Participate
Processing,
actively in a assessing,
Speech summarizing
Choir information
other
Interjections
text
types
Punctuation Appropriate
marks word order

DEPARTMENT OF EDUCATION
 The Learning Standards
English Grade 9 – Module 1
Performance Standard – Key Concepts

Delivery

Focus Audience
Contact
Verbal &
Non-verbal
active SPEECH
participation in a CHOIR
Strategies
Voice Body
Movements/
Gestures
Facial
Expressions

DEPARTMENT OF EDUCATION
The Grade 9 Learning
Competencies
(Module 1)
 The Learning Competencies (LCs)
English Grade 9 – Module 1: Lesson 1
F
RC LC VC V WC G
LT Oral Language
Reading Listening Viewing Vocabulary Writing and Grammar
Literature and
Comprehension Comprehension Comprehension Development Composition Awareness
Fluency
EN9RC-Ia- EN9LC-Ia- EN9VC-Ia- EN9V-Ia- EN9LT-Ia- EN9WC-Ia- EN9OL-Ia- EN9G-Ia-
16:Share prior 8:Process 3.8:Infer 1:Provide 14:Analyze 8: 1.15:Use the 1.6/1.7:Use
knowledge information thoughts, words or literature as a Distinguish appropriate appropriate
about a text mentioned in feelings, and expressions means of between and segmentals punctuation
topic the text intentions in the appropriate discovering among (sounds of marks and
listened to material viewed for a given the self informative, English) and the capitalization
EN9LC-Ia- situation EN9LT-Ia- journalistic, suprasegmentals to convey
3.6:Perform a 14.1: Identify and literary or prosodic meaning
task by the writing. features of
following distinguishing speech when
instructions features of delivering lines of
notable poetry and prose
Anglo- in a speech choir,
American lyric jazz chants and
poetry, songs, raps.
poems,
sermons, and
allegories

Refer to your copy of the Curriculum Guide for a complete list of the LCs.
What have you observed on the list of LCs? What does it mean?
DEPARTMENT OF EDUCATION
 The Learning Competencies (LCs)
English Grade 9 – Module ___

You should notice that:

1. The Learning Competencies (LCs) are coded. This was initiated in order
to identify learning competencies that are connected and exhibited spiral
progression (from Kinder to Grade 10). These LCs bear the same code
number. This is also connected to the creation of the LRMDS or Learning
Resources Management and Development System.

EN9RC-Ia-16: Share prior knowledge about a text topic

DEPARTMENT OF EDUCATION
 The Learning Competencies (LCs)
Domain
Quarter
EN9RC-Ia-16: Competency
Week
Subject Grade Level

Subject Grade Level Domain Quarter Week Competency

Reading Comprehension a
English Grade 7 I b 1
Listening Comprehension
Grade 8 Viewing Comprehension
II c
d
2
Grade 9 Vocabulary Development III e 2.1
f
Grade 10 Literature IV g 2.1.1
Writing Composition h
i (sample)
Oral Language and Fluency j
Grammar Awareness

DEPARTMENT OF EDUCATION
 The Learning Competencies (LCs)
English Grade 9 – Module ___

You should notice that:

2. There are deliberate iteration of LCs. Iteration of learning competencies

was done to give teachers ample time to tackle the LCs and also to develop
mastery among the learners. Spiral progression was taken into account in
the iteration by identifying a focus on a particular segment of the LC
and/or by the use of the sub-competencies, for a suggested time period.

EN9WC-Ia-8: Distinguish between and among informative, journalistic, and

literary writing (Lesson 1 – Week 1)

EN9WC-Ib-8: Distinguish between and among informative, journalistic, and

literary writing (Lesson 2 – Week 2)

DEPARTMENT OF EDUCATION
 The Learning Competencies (LCs)
English Grade 9 – Module ___

You should notice that:

3. The Learning Competencies (LCs) are distributed within a nine-week

period. The 10th week of the quarter is reserved for the periodical tests
and for some interruptions in the school days (e.g. typhoon, regular
holidays, etc.).

(Refer to your copy of the Curriculum Guide)

DEPARTMENT OF EDUCATION
The Grade 9 Learner’s Material
(LM) & Teacher’s Guide (TG)
(Module 1)
 Parts of the Learner’s Material (LM) and
Teacher’s Guide (TG)
English Grade 9 – Module 1
Answer the LM and TG Identification Worksheet.

DEPARTMENT OF EDUCATION
 Parts of the Learner’s Material (LM)
will enable learners to express their insights,
learnings, and realizations on the lesson. This part gives a bird’s eye view of what learners should
contains prompts and other graphic organizers that discover, learn, and develop in the lesson
My Your
will help learners to synthesize what they have Treasure Journey
learned

states the concepts and skills

has the culminating task/s for the
week and could serve as enabling Your Final Your learners need to develop as well
Task/s Objectives as the contents of the lesson they
task for the main LEARNER’S will encounter
product/performance at the end MATERIAL
of each module. The tasks
included in this part are essential
for learners’ development and are
based on real life situations Your Your introduces tasks that will hook learners’
Discovery Initial interest in the lesson and prepare them
Tasks Tasks for higher level tasks

Your Text
includes tasks that will prompt learners to have
discussions beyond the context of the main reading
material. It also includes other activities for
contains the main reading
expansion of understanding, and enabling activities
material learners will read and
for the final task
analyze; this also contains
vocabulary development tasks
necessary for text understanding
and grammar integration

DEPARTMENT OF EDUCATION
 Parts of the Teacher’s Guide (TG)
states the types of
assessment for the
lesson

Assessment
Plan

contains the target Overview of

contains the list of
TEACHER’S materials and
concepts and the skills Content & Resources
Objectives GUIDE
to be developed equipment needed for
the lesson

Activities

presents the
description and ways
to process the tasks

DEPARTMENT OF EDUCATION
 How LM is Crafted
• Theme is literature - based
• Sub – themes are broken down from main theme

• Learning competencies address the macro skills and

multi - intelligences

• Progression of activities is from simple to complex

• Enabling activities are prerequisites to the Culminating

Activity

• Culminating activity (product/performance) addresses the

Performance Standard

• Development of skills progresses from the self and

radiated to others and the community

• Grammar/language is functional
DEPARTMENT OF EDUCATION
 Learner’s Material Matrix

English Grade 9 LM – Module 1

Module 1 Lesson & Sub Theme Grammar/Language Enabling Activities Culminating
Theme Focus Activity
Enhancing Lesson 1: Recognizing Lesson 1: Using Lesson 1: Community Perform in a
the Self Roles in Life Capitalization and Services Brochure Speech Choir
Punctuation Marks Presentation
Lesson 2: Maximizing my Lesson 2: Using Colon Lesson 2: Perform a
Strength and Semi Colon Rap
Lesson 3: Leaving a Lesson 3: Using Dashes Lesson 3: Perform a
Legacy Choral Recital

Lesson 4: Coping with Lesson 4: Using Lesson 4: Info-Ad

Challenges Contractions Campaign on Positive
ways to cope with
challenges

Lesson 5: Living with a Lesson 5: Using Lesson 5: Poetry

Purpose Quotation Marks Reading
Lesson 6: Celebrating Lesson 6: Using Ellipses
Self-worth

DEPARTMENT OF EDUCATION
 The Learner’s Material (LM)
Your Journey
Module 1 Enhancing the Self
Lesson 1
____________________________________________________________________________________________________
RECOGNIZING ROLES IN LIFE

YOUR JOURNEY

You, like others, have important roles to play that make you interested in shaping yourself to become a healthy and
developed young adult. Learning how to recognize and to perform your roles effectively is a good indicator that you’re a
responsible individual using even your past experiences to make difference in your life. This can enhance your understanding
of the world. Somehow you have to continue finding out what it is that fits you. So whatever it is that you do of significance,
willingly and graciously, you have to prove to yourself and to others that you can excel. Try your best. Concentrate on ways to
perform well. You’ll surely feel better if you do.

In this lesson, you will find a poem, an informative article and tasks/activities that will build your understanding of the
value of recognizing and performing roles in life, at the same time, develop your listening, speaking, reading, writing, viewing,
grammar and literary skills. Hopefully, this can be demonstrated through a Community Services Brochure.

Introduction,
statement about Overview of
the sub-theme the lesson

DEPARTMENT OF EDUCATION
 The Learner’s Material (LM)
Your Objectives
YOUR OBJECTIVES • are taken from the
Charting the courses of your journey in this lesson, you are expected to:
Curriculum Guide (CG)
• address the enabling
•
•
share prior knowledge about the topic
process information mentioned in the text you have heard
knowledge and skills to
• perform tasks by following instructions develop/achieve the
•
•
infer thoughts, feelings and intentions in the material viewed
provide words or expressions appropriate for a given situation
desired content and
• analyze literature as a means of discovering the self performance standard
•
•
point out the distinguishing features of a poem
determine the features of informative writing
• clarify expectations in
• use the appropriate stress in delivering lines of poetry and prose terms of what students
•
•
use capitalization and punctuations correctly
present a well-prepared Community Services Brochure
should know, understand

Be reminded that your expected output is a well-prepared Community Services Brochure and the criteria for assessment
will be: Focus, Content, Organization, Visuals, Clarity and Language Mechanics.

• clarify expectations in terms of what students should be

able to do, produce/perform as evidence of transfer of
learning
• criteria for assessment
DEPARTMENT OF EDUCATION
 The Learner’s Material (LM)
Your Initial Tasks

YOUR INITIAL TASKS • diagnose and activate

prior knowledge
Task 1 Three Minutes Letter Search Riddle Game (EN9RC-Ia-16)

Task 2 All for the BEST (EN9LC-Ia-8)

• hook and engage
Task 3 INSPIRATIONS (EN9RC-Ia-16) learner’s interest

Task 4 EFFECTIVE? PARTIALLY…INEFFECTIVE? (EN9LC-Ia-3.6)

Task 5 LOOKING BACK (EN9RC-Ia-16) • ask questions;

encourage student
Task 6 FOCUS QUESTIONS (EN9RC-Ia-16)
questions; welcome
Task 7 What do I expect/need/hope to learn? (EN9RC-Ia-16) tentative responses as
guide to further
exploration
• clarify expectations
and how learning shall
(Refer to your copy of the LM for full text of this part) be assessed

DEPARTMENT OF EDUCATION
 The Learner’s Material (LM)
Your Text
YOUR TEXT
• Make sense of information,
Task 8 Ten Minutes IMAGE Talk (EN9VC-Ia-3.8) develop, reflect, rethink,
Task 9 For SIGNIFICANT HUMAN EXPERIENCES (EN9OL-Ia-1.15) validate ,and revise
Task 10 SGDW (EN9LT-Ia-14.1) understandings of the lesson

• Looking for Rhymes (EN9LT-Ia-14.1) • Check for understanding;

• The Best CLUE (EN9LT-Ia-14.1) provide feedback; check
• A2 & C (EN9LT-Ia-14.1) against content standard
(content to content)
• IMAGERY (EN9LT-Ia-14.1)
• WORD Bank (EN9V-Ia-1)
• Assess student’s skills
• Meaningful Encounter (EN9LT-Ia-14) (checking learner’s learning
• Connect to Life (EN9LT-Ia-14) progress and interest)

Task 11 On Using Expressions Appropriate to Situations (EN9V-Ia-1) • Ask questions that will
Task 12 On Using Capitalization and Punctuation Marks (EN9G & EN9WC) enable the students to
construct their own
meanings/understandings
• Connect (EN9G-Ia-1.6/1.7)
• Sensible Role Plan (EN9WC-Ia-8) • Provide a variety of learning
resources

(Refer to your copy of the LM for full text of this part)

DEPARTMENT OF EDUCATION
 The Learner’s Material (LM)
Your Discovery Tasks

• enrich understanding
YOUR DISCOVERY TASKS • ask provocative questions

Task 12 INVOLVEMENT • provide a variety of learning

resources and differentiated
Task 13 Give me Eight activities/learning experiences in
similar contexts to further validate
student understanding
• Yes, it’s Simple, but it’s Too Good To Miss
• Fan Letter to a Role Model
• PERSONAL HEROES • express understanding
• Leading Light
• Poetic Music Video • provide feedback; check against
• Dance Duo content standard (content to
• Roles and Concerns context)
• High/Low Points • check student readiness
(ASSESSMENT AS – question,
checklist, etc.)

(Refer to your copy of the LM for full text of this part)

DEPARTMENT OF EDUCATION
 The Learner’s Material (LM)
Your Final Tasks
• presents the
YOUR FINAL TASKS culminating task/s
for the lesson
As evidence of your understanding and learning the target concepts and
enhancing the target skills, you have to try your hand on your major output for • serves as enabling
this lesson, and that is, Community Services Brochure and the criteria for task for the main
assessment will be: Focus, Content, Organization, Supports, Visuals, Clarity and product/
Language Mechanics. You will do this by groups. performance at the
end of each module
• Form five big groups, and perform your assigned tasks.
Here are some ideas for the preparation and presentation of a Community
Services Brochure, Look them over before you plunge into it. Keep these points • includes tasks that
in mind as you go through the process. are essential for
You probably know of clubs, organizations, centers or even key persons learners’
offering services in your barangay/community. Consider them as those who have development
performed extraordinary roles in life.
• Scout for and present sample brochures.
• Bear in mind that a brochure like a letter, report, speech, review, instruction • is based on real life
pamphlet and any other form of informative writing presents factual situations
information and details.
• GRASPS-based
(Refer to your copy of the LM for full text of this part) assessment criteria

DEPARTMENT OF EDUCATION
 The Learner’s Material (LM)
My Treasure

MY TREASURE

Clearly, you’ve actively engaged in various tasks that helped you improve
your understanding of the target concepts, at the same time, develop your
language communication and literary skills.
Your Community Services Brochure informing the public on the services • provides opportunity
available in your community serves as a major proof/evidence of your for reflection of
understanding of concepts and skills. learning
To further prove your successful and exciting learning experiences that you
obviously enjoyed learning, it is just but fitting that you think back and focus on
the following essential points. • valuing

Which task / activity have you

• enjoyed? ______________________________________________________
• found helpful? __________________________________________________
• would like to work on further? ______________________________________
____________________________________________________________

(Refer to your copy of the LM for full text of this part)

DEPARTMENT OF EDUCATION
 The Teacher’s Guide (TG)
English Grade 9 – Module ___

TGs are based on your LMs. They contain:

• pre and post tests
• resources/materials
• sets of instructions
• processing questions
• alternative activities
• alternative readings
• connection between one activity to the next
• purpose of the activity
DEPARTMENT OF EDUCATION
Point of Clarifications
 LM and TG
On the Usage of the Learning
Package

• the learning package is NON-CONSUMABLE

• existing materials developed by DepEd can still be used vis-
à-vis the Learning Package for English Grade 9
On the Tasks / Activities

• highly modifiable, but no deviation from enabling activities

and CA
• consider contextualization, localization, and differentiated
instruction
• begin where students are, not where the content is
DEPARTMENT OF EDUCATION
 LM and TG

On Assessment

• embedded in the tasks / activities

• to be recorded (if ASSESSMENT OF LEARNING –

summative)
• not to be recorded (formative, diagnostic)

• varied (product / performance)

• CA = PS – non negotiable

DEPARTMENT OF EDUCATION
 LM and TG

Teacher’s Guide

• contains directions for each activity

• reminders/tips about the topics

• alternative materials for listening and viewing

• key to corrections for summative assessment

• no key to corrections for varied answers

DEPARTMENT OF EDUCATION
How to Use the Learning
Package
 How to Use the Learning Package

Leaner’s Material (LM)

• ideally 1 lesson = 6 days; extend if necessary

• ideally Your Initial Tasks (KNOW) = Day 1, Your Text

(PROCESS) = Day 2 & 3, Your Discovery Tasks
(UNDERSTAND) = Day 4, Your Final Task ( TRANSFER) =
Day 5&6

• ideally Day 1 = Diagnostic test (assessment for learning,

meaning recorded but not graded)

DEPARTMENT OF EDUCATION
 How to Use the Learning Package
Leaner’s Material (LM)

• Day 2,3,4 = Formative/developmental assessments

(assessment for and assessment as learning) on the
substantive content, big ideas, concepts and
understanding, operations on facts and information to
construct meaning
 the results are recorded and use for improving learning
or changing, modifying strategies or learning activities
that have not been effective
• Day 5 & 6 = evaluative/summative assessment (assessment
of / as learning) real life application of understanding as
evidenced by the learner’s (independent) performance of
authentic tasks
DEPARTMENT OF EDUCATION
 How to Use the Learning Package
Day
1 Pre-Assess
Check for Learning Move on

Day Day
5-6 2-3
Assess Learning Teach
Grade Check for Learning

Day
4
Enrich/ Teach
Move on
Move on Check for Learning

DEPARTMENT OF EDUCATION
 Reflection and Application

Questions to Ponder:
As a trainer / teacher, how will you maximize the use
of LMs and TGs?
As a trainer how will you address the problem?

1. With the same learning groups, answer the

questions by preparing guidelines on
optimizing the use of LMs and TGs.
2. Post and present your group’s answer.

DEPARTMENT OF EDUCATION
“The field is wide open to:
 provide objective feedback on instruction,
 diagnose and solve instructional problems,
 develop strategies to promote more effective
instructions and
 develop a positive attitude toward continuous
professional development - continuous search for better ways of
teaching; thereby improve teachers and students performance
where possibilities are endless.”

Fredrick L. Stroller and Caroll Covell Newton

DEPARTMENT OF EDUCATION
Let’s call it a day…

Thank you!

DEPARTMENT OF EDUCATION