Walking Through Grade 9 English

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Walking Through Grade 9 English
Learning Module 1
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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
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Walking Through Grade 9 English
GROUP ACTIVITY

1. Choose a facilitator and a rapporteur.

2. Examine the contents of the Leaners Material
(LM) and Teachers Guide (TG). Copy the Learners
Material Matrix in a manila paper, and fill it
out with entries called for.
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Walking Through Grade 9 English
Learners Material Matrix
Module Theme Lesson No. Sub-Theme Grammar /Language Focus Enabling Activities Culminating Activity FINDINGS RECOMMEND-ATIONS

• Write your groups findings and recommendations
  on how the LM and TG carried out the language
  learning processes specifically on
• spiral progression d. learner-centeredness
• interaction e. contextualization
• integration f. construction

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ANALYSIS

• On the Activity
• What discoveries have you come up with after
  doing the activity?

• On the Groups Outputs
• What are the points of agreement and
  disagreement?
• What are the common discoveries youve made?

• On the Topics / Competencies
• What topics/competencies do you think will the
  teachers find difficult to teach? Why?

• On Maximizing the LM TG
• What other concerns regarding the LM and TG have
  been surfaced after the activity?

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Understanding the Connection among the Curriculum
Framework (CuF), Conceptual Framework (CF),
Curriculum Guide (CG), Learners Material (LM)
and Teachers Guide (TG)
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Connection among CuF, CF, CG, LM TG
Holistic Filipino Learner/ Child
English Grade 9
ENGLISH CONCEPTUAL FRAMEWORK
LANGUAGE
A S S E S S M E N T
Learning Competencies
The K to 12 Philippine Basic Education Curriculum
Framework
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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)
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ANALYSIS
Continuous assessment effectively demonstrates
and reflects the actual learning in the
classroom. It is a process of gathering and
integrating informationaffirms high-order,
creative and critical thinking and because it
embraces not only cognitive outcomes but
behavioral and affective outcomes as well.

----Carol A. Puhl
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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
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Connection among CuF, CF, CG, LM TG
The Learning Standards and Learning Competencies
Performance Standard
DEPARTMENT OF EDUCATION
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The Grade 9 Learning Standards
(Module 1)
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The Learning Standards
English Grade 9
DEPARTMENT OF EDUCATION
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The Learning Standards
English Grade 9 Module 1
Answer the Unpacking CS/PS Worksheet.

DEPARTMENT OF EDUCATION
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The Learning Standards
English Grade 9 Module ___
DEPARTMENT OF EDUCATION
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The Learning Standards
English Grade 9 Module 1
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The Learning Standards
English Grade 9 Module 1
Content Standard Key Concepts
Appropriate word order
DEPARTMENT OF EDUCATION
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The Learning Standards
English Grade 9 Module 1
Performance Standard Key Concepts
DEPARTMENT OF EDUCATION
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The Grade 9 Learning Competencies
(Module 1)
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The Learning Competencies (LCs)
English Grade 9 Module 1 Lesson 1
RC Reading Comprehension LC Listening Comprehension VC Viewing Comprehension V Vocabulary Development LT Literature WC Writing and Composition F Oral Language and Fluency G Grammar Awareness
EN9RC-Ia-16Share prior knowledge about a text topic   EN9LC-Ia-8Process information mentioned in the text listened to EN9LC-Ia-3.6Perform a task by following instructions     EN9VC-Ia-3.8Infer thoughts, feelings, and intentions in the material viewed   EN9V-Ia-1Provide words or expressions appropriate for a given situation   EN9LT-Ia-14Analyze literature as a means of discovering the self EN9LT-Ia-14.1 Identify the distinguishing features of notable Anglo-American lyric poetry, songs, poems, sermons, and allegories EN9WC-Ia-8 Distinguish between and among informative, journalistic, and literary writing. EN9OL-Ia-1.15Use the appropriate segmentals (sounds of English) and the suprasegmentals or prosodic features of speech when delivering lines of poetry and prose in a speech choir, jazz chants and raps. EN9G-Ia-1.6/1.7Use appropriate punctuation marks and capitalization to convey meaning
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
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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
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The Learning Competencies (LCs)
EN9RC-Ia-16
Subject Grade Level Domain Quarter Week Competency
English Grade 7 Grade 8 Grade 9 Grade 10 Reading Comprehension Listening Comprehension Viewing Comprehension Vocabulary Development Literature Writing Composition Oral Language and Fluency Grammar Awareness I II III IV a b c d e f g h i j 1 2 2.1 2.1.1 (sample)
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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
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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)
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The Grade 9 Learners Material (LM) Teachers
Guide (TG)
(Module 1)
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Parts of the Learners Material (LM) and
Teachers Guide (TG)
English Grade 9 Module 1
Answer the LM and TG Identification Worksheet.

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Parts of the Learners Material (LM)
DEPARTMENT OF EDUCATION
has the culminating task/s for the lesson and
could serve as enabling task for the main
product/performance at the end of each module.
The tasks included in this part are essential for
learners development and are based on real life
situations
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Parts of the Teachers Guide (TG)
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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

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Learners Material Matrix
English Grade 9 LM Module 1
Module 1 Theme Lesson Sub Theme Grammar/Language Focus Enabling Activities Culminating Activity
Enhancing the Self Lesson 1 Recognizing Roles in Life Lesson 1 Using Capitalization and Punctuation Marks Lesson 1 Community Services Brochure Perform in a Speech Choir Presentation
Enhancing the Self Lesson 2 Maximizing my Strength Lesson 2 Using Colon and Semi Colon Lesson 2 Perform a Rap Perform in a Speech Choir Presentation
Enhancing the Self Lesson 3 Leaving a Legacy Lesson 3 Using Dashes Lesson 3 Perform a Choral Recital Perform in a Speech Choir Presentation
Enhancing the Self Lesson 4 Coping with Challenges Lesson 4 Using Contractions Lesson 4 Info-Ad Campaign on Positive ways to cope with challenges Perform in a Speech Choir Presentation
Enhancing the Self Lesson 5 Living with a Purpose Lesson 5 Using Quotation Marks Lesson 5 Poetry Reading Perform in a Speech Choir Presentation
Enhancing the Self Lesson 6 Celebrating Self-worth Lesson 6 Using Ellipses Perform in a Speech Choir Presentation
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The Learners 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 youre 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. Youll 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.
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The Learners Material (LM)
Your Objectives

• YOUR OBJECTIVES
• Charting the courses of your journey in this
  lesson, you are expected to
• share prior knowledge about the topic
• process information mentioned in the text you
  have heard
• perform tasks by following instructions
• infer thoughts, feelings and intentions in the
  material viewed
• provide words or expressions appropriate for a
  given situation
• analyze literature as a means of discovering the
  self
• point out the distinguishing features of a poem
• determine the features of informative writing
• use the appropriate stress in delivering lines of
  poetry and prose
• use capitalization and punctuations correctly
• present a well-prepared Community Services
  Brochure
• 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.

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The Learners Material (LM)
Your Initial Tasks
YOUR INITIAL TASKS Task 1 Three Minutes Letter
Search Riddle Game (EN9RC-Ia-16) Task 2 All for
the BEST (EN9LC-Ia-8) Task 3 INSPIRATIONS
(EN9RC-Ia-16) Task 4 EFFECTIVE?
PARTIALLYINEFFECTIVE? (EN9LC-Ia-3.6) Task
5 LOOKING BACK (EN9RC-Ia-16) Task 6 FOCUS
QUESTIONS (EN9RC-Ia-16) Task 7 What do I
expect/need/hope to learn? (EN9RC-Ia-16)
(Refer to your copy of the LM for full text of
this part)
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The Learners Material (LM)
Your Text

• YOUR TEXT
• Task 8 Ten Minutes IMAGE Talk (EN9VC-Ia-3.8)
• Task 9 For SIGNIFICANT HUMAN EXPERIENCES
  (EN9OL-Ia-1.15)
• Task 10 SGDW (EN9LT-Ia-14.1)
• Looking for Rhymes (EN9LT-Ia-14.1)
• The Best CLUE (EN9LT-Ia-14.1)
• A2 C (EN9LT-Ia-14.1)
• IMAGERY (EN9LT-Ia-14.1)
• WORD Bank (EN9V-Ia-1)
• Meaningful Encounter (EN9LT-Ia-14)
• Connect to Life (EN9LT-Ia-14)
• Task 11 On Using Expressions Appropriate to
  Situations (EN9V-Ia-1)
• Task 12 On Using Capitalization and Punctuation
  Marks (EN9G EN9WC)
• Connect (EN9G-Ia-1.6/1.7)
• Sensible Role Plan (EN9WC-Ia-8)

(Refer to your copy of the LM for full text of
this part)
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The Learners Material (LM)
Your Discovery Tasks

• YOUR DISCOVERY TASKS
• Task 12 INVOLVEMENT
• Task 13 Give me Eight
• Yes, its Simple, but its Too Good To Miss
• Fan Letter to a Role Model
• PERSONAL HEROES
• Leading Light
• Poetic Music Video
• Dance Duo
• Roles and Concerns
• High/Low Points

(Refer to your copy of the LM for full text of
this part)
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The Learners Material (LM)
Your Final Tasks

• YOUR FINAL TASKS
• 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 this lesson, and that is, Community
  Services Brochure and the criteria for assessment
  will be Focus, Content, Organization, Supports,
  Visuals, Clarity and Language Mechanics. You will
  do this by groups.
• 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 in mind as you go through the
  process.
• You probably know of clubs, organizations,
  centers or even key persons offering services in
  your barangay/community. Consider them as those
  who have performed extraordinary roles in life.
• Scout for and present sample brochures.
• Bear in mind that a brochure like a letter,
  report, speech, review, instruction pamphlet and
  any other form of informative writing presents
  factual information and details.

(Refer to your copy of the LM for full text of
this part)
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The Learners Material (LM)
My Treasure

• MY TREASURE
• Clearly, youve 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 available in your
  community serves as a major proof/evidence of
  your understanding of concepts and skills.
• 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.
• 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)
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The Teachers 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

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Point of Clarifications
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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

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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

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LM and TG
Teachers 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

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How to Use the Learning Package
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How to Use the Learning Package
Leaners 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 56

• ideally Day 1 Diagnostic test (assessment for
  learning, meaning recorded but not graded)

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How to Use the Learning Package
Leaners 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
  learners (independent) performance of authentic
  tasks

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How to Use the Learning Package
Day 1
Pre-Assess Check for Learning
Move on to the new lesson
Move on
Day 2-3
Day 5-6
Teach Check for Learning
Assess Learning Grade
Day 4
Move on
Teach Check for Learning
Enrich/ Move on
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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 groups answer.

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• 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

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Lets call it a day
Thank you!
DEPARTMENT OF EDUCATION