Learning

Module
Prepared
by:
in
Cherry Ann A. Santiago
English 9
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EXPECTED SKILLS:

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Listening Comprehension
1. English- American Literature as Means of Discovering the Self
a. The Beginnings of Literature
b. Features of English Literature
Literature and Viewing Comprehension
2. Seven Ages of Man from As You Like It, Annabel Lee, Sonnet XVIII,
Sonnet XIV of Elizabeth Barret Browning, Story of Beowulf, and The
Death of King Arthur, First Knight
Vocabulary Development
3. Idiomatic Expression
4. Figure of Speech
Grammar Awareness
5. Punctuations and interjections
6. Subject-Verb Agreement
Reading Comprehension
7. Determining the purpose of the author
8. Inferring thoughts and feelings
Oral language and Fluency
9. Verbal and non-verbal strategies
10. Word Stress
11. Expressions of Agreement and Disagreement
12. Speech Convention
13. Jazz chant
Writing Composition and Grammar
11. Literary writing
12.Subject and Verb Agreement

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Module 1. Enhancing the Self Module

LESSON 1: RECOGNIZING ROLES IN LIFE

I. OBJECTIVES
At the end of the lesson, you are expected to:
Share students thoughts about the importance of discovering the
self.
Explain how a person is defined through his/her mission and vision
in life
Compare
themselves
to
objects
similar
to
their
characteristics/personalities
Read The Beginnings and Features of English Literature.
Apply the skills in note taking.
present the important details from The Beginnings and Features of
English Literature through news casting.
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 to view
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 tone and mood
cite characteristics of a hero and a leader
realize the appropriate characteristics of a hero/leader to be
emulated
use capitalization and punctuations correctly in writing a letter
II. SUBJECT MATTER
TOPICS:
The Beginnings and Features of English Literature, Seven
Ages of Man, Word Stress, Features/Elements of Poetry,
Appropriate Expressions, Punctuations, Annabel Lee, Tone
and Mood, Paraphrasing, Beowulf, Le Morte dArthur,
EQs:Why is it important to know ones self? How does
studying
English
Literature
help
knowing
and
enhancing ourselves? Why is important to know ones
role/s?
EUs:To know ones self leads to identifying a persons
strengths and weaknesses which will helps him/her to
recognize his identity and purpose in life; Studying

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English literature helps to the discovery of ones

identity and purpose in life through understanding the
thoughts, feelings, and experiences a literary piece
reflects. To know ones role/s means to know ones
purpose that will help him/her to act as person, as part
of the community and part of the world.
Reference(s): English Communication, Arts and Skills through
Anglo-American and Filipino Literature 9 by Milagros
Lapid and Josephine Serrano,
https://students.unsw.edu.au/note-taking-skills
Materials: textbooks, handouts,
PowerPoint presentation

worksheets,

projector,

III. PROCEDURE
1. Preparation/Daily Routine
a. checking of attendance and uniforms
b. cleaning the room
c. arranging the chairs
2. Lesson Proper
Day 1: Explore
1. The teacher presents the EQ: Why is it important to know ones
self? She asks the students to share their thoughts about the
question.
2. She relates the answer to the mission and vision of the school by
asking:
a. How do mission and vision of a person define his/her character?
b. Why do you think the schools mission and vision are stated like
this?
c. How will the mission and vision of our school help you know
yourself?
3. Make a two-minute speech comparing yourself to an object. The
criteria include:
CONTENT (10pts)
VOICE and DELIVERY (10pts)
AUDIENCE (10pts)
CREATIVITY (10pts)
Day 2: Explore
1. The teacher presents the EQ: Why is it important to know ones
self? How does studying English Literature help knowing
ourselves?
2. She asks them to answer the question in the first part of the IRF
map.
3. She tells to share their answers to their seatmates and asks some
of them to share their thoughts about it.
4. The teacher points out the ways on how to take down notes.

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a. Recognize the main ideas.

b. Identify what information is relevant to the task.
c. Have a system of note taking that works for you such as
abbreviation, symbol, etc.
Identify how the information is organized.
(from Note-Taking Skills, https://students.unsw.edu.au/notetaking-skills )

d.

5. She asks the students to do the following activities:

Task 1: Read the Past
Read the text The Beginnings of English Literature on page 2 of
English Communication, Arts, and Skills 9. Note important details
from it.
Task 2: News Report
Share the notes you have taken to your group mates. Then,
present them through news casting. (rubric attached at the end)
Day 3: Explore
1. The teacher presents the EQ: Why is it important to know ones
self? How does studying English Literature help knowing
ourselves?
2. She asks some students to share their tentative answer.
3. She tells them to recall the beginning and features of English
Literature (poetry) by reading and discussing the Seven Ages of
Man.
TASK 3: Three-Minute Letter Search Riddle Game
Read each statement closely, and search for the missing letter as
suggested by each statement.
1. I am the first of right.
2. Youll find me in boar but not in bear.
3. Im in the middle of ceiling.
4. Youll find me in ore but not in our.
5. I have the sound of sea.
Put the letters together to come up with the answer to this riddle. What
is it in life that I have to perform?
The first one to give the correct answer wins.
TASK 4: All for the Best
You most probably have the best plans for your life at home, in school, in
your career and family because you have roles to perform. What could
these roles be?
Form small groups of five and take turns in answering these
questions.
1. What kind of role in life
a. interests you most?
b. helps put you in a happy mood?
c. you prefer/enjoy doing? you like best?
2. What are your talents or things you can do well? Give the
reasons for your choices.

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Be reminded that your expected output is a well-prepared Jazz Chant

and the criteria for assessment will be: Focus; Content, Organization,
Clarity, and Language Mechanics.
3. Make a list of all of them in the following table.

Share and compare your lists with other groups.

Add items from others lists to yours.
Keep your list for future use.
TASK 5: Looking Back
Obviously, you are aware that life is a continuous journey. Your
present plans have something to do with your past experiences and
your plans for the future. Why dont you
look back at the roles you played before and zero in on the most
important one for you.
think of how it differs from the role you are playing now.
plot the roles you played before, what roles you are playing now, and
what you hope to play in the future.
specify how you feel about it and how you fare in performing it.
TASK 6: Focus Questions
Hopefully, through your understanding of the overriding and
underlying concepts plus the tasks/activities youve been engaged in in
this lesson youll surely be able to answer the FOCUS (BIG) Questions:
What roles can I perform that will make a difference in my life?
Why is it important to recognize my roles in life?
How can I perform my roles in life effectively?
Remember these questions as you work on the phases of this
lesson.
List logical temporary answers to the focus questions. Answering
them will surely help you make a difference in your life. Copy the chart
shown below and fill it out with your responses.

TASK 7: What Do I Expect/Need/Hope to Learn?

Write what you expect/need/hope to learn in this lesson.

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WHAT I EXPECT/NEED/HOPE TO LEARN

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
______________________________

As you explore this lesson, you can add/answer the questions

and consider how the tasks will not only help you understand the
language and literary concepts, but also help you shape your life.
Be reminded of these expectations as you work on the following phases
of this lesson.
Day 4-6: Firm Up
TASK 8: Ten-minute Image Talk
Although it is never stated, you as a reader/viewer can infer
thoughts, feelings, and intention based on the details of information
presented in the photo/picture or drawing. You can focus on the lines,
angles, colors, or even on the shapes of the objects/images presented
and relate them to real-life experiences for you to understand their
message/meaning.
Pair up and look closely at the drawing.

Talk about/discuss what it communicates to you.

Use the following guide questions.
What do you think the drawing wants/intends you to believe?
Does it suggest/answer the question:

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What roles can I perform that will make a difference in my life?

How closely do you think/believe the drawing matches your mental
image of recognizing and performing roles in life? Prove your
point.
What details of the drawing tell you about recognizing and performing
roles in life?
How well do you think/believe the drawing/illustration fits the value of
recognizing and performing roles in life?
How does the picture make you feel about recognizing and performing
roles in life?
After 10 minutes, convene and share your responses. Find common
grounds about your ideas.
TASK 9: For Significant Human Experiences
Reading a poem paves the way to making meaning in life. It
allows you to share certain experiences. Oftentimes, you find you share
something more in common with the poems content than you originally
thought; this makes the poem meaningful. Now, find out how the poem
The Seven Ages of Man from the comedy As You Like It by William
Shakespeare provides cherished pieces of information about the human
condition.
Listen to your teacher read the poem.
As you listen to your teacher read the poem, read it silently and
watch out for words which are difficult for you to understand. List them
in your vocabulary notebook and have them as entries in your word
bank.

THE SEVEN AGES OF MAN

(from: As You Like It ) by William Shakespeare
All the worlds a stage,
And all the men and women are merely players;
They have their exits and entrances,
And one man in his time plays many parts
His acts being seven ages. At first the infant,
Mewling and puking in the nurses arms;
And then the whining school boy, with his satchel
And shining morning face, creeping like snail
Unwillingly to school. And then the lover,
Sighing like furnace, with a woeful ballad
Made to his mistress eyebrow. Then a soldier
Full of strange oaths, and bearded like a pard,
Jealous in honor, sudden and quick in quarrel,
Seeking the bubble reputation
Even in the cannons mouth. And then the justice,
In fair round belly with good caper lined,
With eyes severe and beard of formal cut,

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Full of white saws and modern instances;

And so he plays his part. The sixth age shifts
Into the lean and slippered pantaloons,
With spectacles on nose and pouch on side;
His youthful hose well saved, a world too wide
For his shrunk shank; and his big manly voice,
Turning again toward childish treble, pipes
And whistles in his sound. Last scene of all,
That ends this strange eventful history,
Is second childishness and mere oblivion,
Sans teeth, sans eyes, sans taste, sans everything.

Word Bank
One way to enrich your vocabulary is to build a Word Bank. A
Word Bank is a collection of words you can use to convey
meaning clearly and effectively. Oftentimes, entries in a
word bank are encountered and learned through reading a
text.
Read the poem silently and look out for words in the poem that fit each
description below.
1. a lyric poem that tells a story ____________
2. a fat chicken ____________
3. crying ____________
4. promises or pledges to accomplish ____________
5. display unconsciousness or nothingness ____________
6. throwing up or vomiting due to sickness ____________
7. a school bag ____________
8. refers to stem or branch ____________
9. produces a high sharp sound ____________
10. unhappy or sorrowful sound ____________
Check if these words you have unlocked are also found in your list of
loaded/heavy words you made earlier. Add those words which are
unlocked to your Word Bank. Copy the Chart shown below, and fill it out
with your loaded/heavy/difficult words and their meanings.
New/heavy/loaded word Meaning Sentence

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Day 7-9: Deepen

Poetry is a personal type of writing where words flow and carry
you along the realms of beautiful thought. What really contribute to the
poems meaning? Doubtlessly, you know that the orchestration of
sounds, story, sense, and form brings about life in a poem you read.
That absolutely drives you to feel life in it. Some poems are full of
words that are fun to say aloud. You can express the meaning of the
words by reading them aloud and you can use your voice to express
their meaning.
In small groups of five, read aloud the poem The Seven Ages of Man
from the comedy As You Like It by William Shakespeare.
Decide who will be the first, second, third, fourth, and fifth readers.
Try to make the meaning of the words come alive through using good
expressions.
Remember to produce the correct critical consonant sounds in words
like: in /s/- s, z, sh, or zh. e.g., sooth -/s/ zoo -/z/ shoe -/sh/ sure -/zh/
Watch out for words in the poem that have the same sounds.
Also think back on the importance of using appropriate stress to
words youll read to convey meaning. e.g., SEven PLAYers MEWling
INfant PANtaloons Ages sPECtacles oblivion
Remember that the parts in capital letters receive the primary
stress /'/. Stress the words properly. Read the poem aloud again. Use
the appropriate stress and produce the correct sounds of the letters
that make up the words.
TASK 10: Small Group Differentiated Works (SGDW) Form eight
(8) small groups and perform your assigned tasks.
Group 1. Looking for Rhymes
Remember that rhyme is part of what we mean when we say
poetry is musical. When the ending sounds of words are
repeated, we call it rhyme. Rhyming words do not appear
only at the end of the lines (end rhyme) in poems, but they
may appear within the line (internal rhyme). e.g., I think
that I shall never see A poem as lovely as a tree. [ seetree] end rhyme the crows in boughs throws endless
brawls internal rhyme
Some poems rhyme; others dont. But one thing is sure, each
poem captures moments in time, feeling, thoughts, and
experiences. Though this poem is a sample of blank verse
(poetry with an unrhymed iambic pentameter lines) that
was widely used by Shakespeare, it contains internal rhyme.
Read the poem once more and spot the words that rhyme.
Make a list of these rhyming words and determine which are examples
of internal rhyme and end rhyme.
Copy the table as shown below, and fill it out with the appropriate
entries.

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Share your findings with the other groups.

Group 2. The Best Clue
The poet uses words that suggest sounds at the same time describe
actions being made. Onomatopoeia is a sound device used by poets to
suggest actions, movements, and meanings.
e.g., The hissing of the snake made me shoo it away. The bubbling
brook breaks.
Read the poem aloud once more, and watch out for words that
suggest sounds of movements, actions, and meaning.
Find examples of onomatopoeia in the poem.
Picture each word in your mind and try to bring each image in clear
focus.
Use the following questions to guide you.
What does it look like?
What kind of sounds does it make?
How does it move?
List them in the table shown below.

Group 3. Alliteration, Assonance, and Consonance (A2 & C)

Other interesting features of a poem that make it musical is the
presence of sound devices like alliteration, assonance, and
consonance. Alliteration is the repetition of consonant
sounds at the beginning of the words like:
doubting,
drearing dreams no mortal enter dared to dream before.
Edgar Allan Poe, from The Raven
Assonance is the repetition of vowel sounds within words; e.g.
along the window sill, the lipstick stabs glittered in their
steel shells. Rita Dove, from Adolescence III
Consonance is the repetition of consonant sounds within and at
the end of the words. e.g. Some late visitor entreating
entrance at my chamber door E.A. Poe, from The Raven
Read the poem again and look out for words or lines that

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sound like they are examples of alliteration, assonance, and

consonance.
List all of them and chart them on the space provided below.

Share your findings with the other groups.

Group 4. Imagery
Through the words used by the poet, as expressed by the
persona/speaker, the vivid images, clear sounds, and
exact feelings are clearly conveyed. The descriptions help in
making sense of the poem.
Read the poem silently and think of the images the words created in
your mind.
Picture them in your mind and try to bring them in clear focus.
List these words that create clear pictures in your mind.
Share the feeling each image evokes.
Point out the real-life experience or observation in life that each
image suggests.
Copy the chart shown below and fill it out with the entries called for.

Share your findings with the other groups.

Groups 5 & 6 Connect to life
Answer the following guide questions:

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life?

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Which part makes/drives you to think of someone/something in real

What kind of roles in life are conveyed in the poem?
What line(s) suggest how one can be effective in performing ones
role?
Is the message of the poem worthwhile? Prove your point.
How important is the poems message in your life?
Share your responses with the other groups.

Day 10: Firm Up

TASK 11: On Using Expressions Appropriate to Situations
A. Read the poem once more to answer these questions.
Do you agree with the personas description of the last age of man
in the last two lines of the poem? Why?
Do you agree when he says that the last stage is second childhood
without everything? Prove your point.
Remember that there are many ways you can express agreement or
disagreement. There are special words/expressions that clearly
indicate the intention and their appropriateness to the situation. These
words/expressions can be formal or informal but the situation dictates
their specific functions.
e.g. Consider your possible responses to the aforementioned
guide questions.
Of course, I agree with the personas description of the last age of man.
No, seriously, I believe otherwise.
Which words express agreement? Disagreement?
Can you give other examples of agreement? disagreement?
Read these sample mini dialogues aloud and spot the presence of
words/expressions indicating agreement or disagreement.
Angelo: Youre the only person who knows what really happened
Malee: Thats not quite true. Sam was there, too.
May: Hey, thats right. I remember he solved the problem for us.
Joe: Thats good to know. Well give him a call.
Erick: We can play the game now.
Andrei: Okay, but Im not good at it.
Bam: Thats what they say!
Rom: No, seriously. I havent played very well at all.
Connie: Do come. Can you stay for lunch?
Vangie: Im afraid not. We have to go somewhere.
Rina: But you have time for coffee, dont you?
Tess: That would be nice.

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Milette: Theres something I have to tell you.

Mila: Cant it wait?
Milette: Not really. Its pretty important.

Positive Roles
Reread the poem The Seven Ages of Man and pair up.
Find lines that suggest man has to perform roles in life.
Specify which lines clearly point out positive sign of performing
roles in life.
Talk about which of them you agree or disagree with. Explain.
Use words/expressions indicating your purpose.
Share your ideas with the class.
Day 11-13: Firm Up/Transfer
TASK 11: On Using Capitalization and Punctuation Marks
When you read poems, you dont pause or stop at the end of the
lines, but you watch out for commas or periods to guide you. Use
punctuation marks to help you find the sensible meaning of what youre
reading. Clarity of expressions in poetry or prose composition exists if
the sentences are appropriately punctuated and the words are properly
capitalized.
Connect Consider this sample informative article about punctuation.
A Short History of Punctuation by: Polly M. Robertus
EARLYGREEKSHAD HARDLYANYPUNCTUATION
FONOITCERIDEHTDEGNAHCNEVEDNA*
THEIRWRITINGATTHEENDOFEACHLINELATER
GNITIRWFOYAWAOTDEGNAHCYEHT*
THATFAVOREDRIGHTHANDEDPEOPLEANDSHOWED
WHEREANEWPARAGRAPHBEGANBYUNDERLINING
THEFIRSTLINEOFITLATERTHEGREEKPLAYWRIGHT ARISTOPHANES .
INVERTEDMARKSTOSHOW . WHERE
THEREADERSSHOULDTAKEBREATH: THE . ROMANS . MADE .
WRITING . MUCH . EASIER . TO . READ . BY . PUTTING . DOTS .
BETWEEN . WORDS . AND . BY . MOVING . THE . FIRST . LETTER . OF.
A . PARAGRAPH . INTO . THE . LEFT . MARGIN: THEY . ADAPTED .
SOME . OF . THE . GREEK . MARKS . SUCH . AS . THE . COLON . MARK
. TO . INDICATE . PHRASE . ENDINGS:
INTHEEARLYMIDDLEAGESTHISSYSTEMOFPUNCTUATION
BROKEDOWNBECAUSEVERYFEWPEOPLECOULDREAD ANDWRITE
BUTWRITERSKEPTASPACEATTHEENDOF
ASENTENCEANDCONTINUEDTOMARKPARAGRAPHS EVENTUALLY
WORDS WERESEPARATED AGAIN AND NEW SENTENCES BEGAN
WITH A LARGER LETTER *Hint: Try reading from right to left.
The educational reforms of Charlemagne led to the invention of
lowercase

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letters which could be written and read much faster. Phrases and
sentence endings were indicated either by ... or by a slash (/). As time
went on writers looked for more ways to clarify meaning/In medieval
music notation they found a way to indicate how a voice should rise
or fall at the end of a sentence or phrase. Can you hear your voice
rise at the end of a question? Our question mark came directly from
medieval music notation. When a long sentence broke in the middle
> they put a new mark that became our semi colon and colon. The
hyphen appeared as two lines (=) instead of one. Around A.D. 1500
the indented paragraph appeared, as did the comma and period as
we know them. Printers of the Renaissance invented new marks like
the exclamation points and quotation marks. By that time, people
were commonly reading silently, and punctuation came to depend
more on grammatical groups than breath groups. (Parentheses and
dashes appeared with the advent of printing.) By the end of the
seventeenth century, our punctuation system was in place for the
most part, though sometimes details varied. Just think, though: After
only a few lessons in schooland with lots of practice reading and
writingyou can boast that youve mastered a system that took
westerners many centuries to develop.
Discuss your answers to the following questions.
What have you observed as unusual in the informative article? What is
it all about?
What punctuation marks are described in the article?
What problems in writing and reading are caused by improper use of
capitalization and punctuation marks?
Are these problems applicable even in todays world? How do we solve
such problems?

Interjections and Exclamation POints

The interjection is the Pluto of parts, out on the perimeter and seldom
cause for concern. An interjection communicates strong emotion or
surprise. Punctuation sometimes a comma, more often an exclamation
point is used to set off an interjection from the rest of the sentence.
Examples: Oh, no! The cat puked.
Nuts, I thought I was going to win that hand.
Wow! What a shot!

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Overusing interjections will annoy the reader. Some students are

overly fond of the accompanying exclamation point as well, which they
use in clusters of two or three to convey excitement. Make your writing
exciting with nouns and verbs and you wont have to overcompensate
by using excessive interjections and multiple exclamation points.
Naturally, there are exceptions to this and every generalization
about writing. The author Tom Wolfe, for example, has made
interjections and exclamation points essential elements of his style.
Read the following excerpt about a man sweating profusely during a
bankruptcy proceeding from his bestseller
A Man in Full:
Croker stared at the upright middle finger and squinted and
stared some more, and his face grew red. And then Peepgass saw them
. . . the saddlebags! The saddlebags! The saddlebags had formed! They
were complete! The great stains of sweat on the tycoons shirt had now
spread from both sides, from under the arms and across the rib cage
and beneath the curves of his mighty chest until they had met, come
together, hooked up two dark expanses joined at the sternum. They
looked just like a pair of saddlebags on a horse. . . . Oh, Peepgass loved
it! Harry had done it again! gotten his saddlebags even with a tough
old bird like Charlie Croker!

How many exclamation points are in this paragraph? How many

interjections? Are they effective? Would the paragraph be as strong
without them? Reflect.

Go

to

https://www.grammarly.com/blog/2015/how-to-use-an-exclamationpoint-properly-how-not-to-use-it/?
utm_source=[channel]&utm_medium=social&sf24745028=1 to know how to

use and not to use exclamation point properly.

Sensible Role Plan
Imagine yourself ten years from now. What kind of career/role do
you think you might have? Write a letter to your younger self
highlighting your role and the invention you will use as part of your job.
Remember to observe correct capitalization and to use correct
punctuations.
Since you have several impressive ideas on recognizing and
performing roles in life, you have to keep in mind that it can inspire you
to practice habits of doing things well. You can always consider it as a
special gift for you to prove your worth as a unique human being.
Obviously, you are now ready to prove your understanding of how this

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YOUR DISCOVERY TASKS

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valued concepts can be realized through getting involved in real-life

tasks.

TASK 12: Involvement

Form small groups of six and discuss the answer to the question: What
can I do to perform my role effectively?
List the ways in which you have already contributed, are contributing,
and predict the ways in which youll contribute to the world in the
future.
Copy the chart as shown below and fill it out with entries called for.

Share your ideas with your classmates.

Day 14-16: Explore/Firm Up
1. The teacher posts the EQ: Why is it important to know ones role/s?
How does a person maximize his/her strengths?
TASK 1: The Strength to Love
One of the Edgar Allan Poes famous works is Annabel Lee. It is
believed that he wrote it for his late wife whom he dearly loved. Today,
we shall watch the poetry video from youtube.com. Listen carefully and
take note of the lines, the scene or anything that gives impact on you
as you watch the clip.

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Is this poem a positive or a negative depiction of love?

Is this how TRUE LOVE should look?
Many believed that Poe wrote this poem for his wife as his expression of
his undying love for her. Aside from writing poem, share other creative
ways to express your love to your loved ones.
Task 2: Image on Words

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TASK 3: Tone/Mood

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To understand what mood is, here are four video clips. Watch and
take note of important details from each clip.
Video 1, Video 2, Video 3, Video 4
What do you think is the MOOD of each video?
What made you say that? What details in the videos suggested the
mood?

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Reread the poem Annabel Lee identify its tone and mood.

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Module 1. Enhancing the Self Module

LESSON 2: MAXIMIZING THE STRENGTHS
I. OBJECTIVES
At the end of the lesson, students are expected to:
share thoughts, feelings, and intentions in the material viewed
restate the ideas conveyed by the text listened to
explain how words are derived from names of persons and places
explain how the words used in the poem work together and
contribute to the theme of the selection
analyze how literature helps in discovering oneself
convey a message to a hero through a rap
use appropriate stress, intonation, pitch, pronunciation, and
gestures in delivering a song
paraphrase lines from movies or song lyrics
use the appropriate stress in delivering lines of poetry and prose
agree or disagree to something politely
present a well-prepared Jazz chant
II. SUBJECT MATTER
TOPICS:
Paraphrasing, Beowulf, Le Morte dArthur, Jazz Chant
EQs:Why is important to know ones role/s? How does
maximizing strengths help someone?
EUs:To know ones self leads to identifying a persons
strengths and weaknesses which will helps him/her to
recognize his identity and purpose in life; Studying
English literature helps to the discovery of ones
identity and purpose in life through understanding the
thoughts, feelings, and experiences a literary piece
reflects. To know ones role/s means to know ones
purpose that will help him/her to act as person, as part
of the community and part of the world.
Reference(s): English Communication, Arts and Skills through
Anglo-American and Filipino Literature 9 by Milagros
Lapid and Josephine Serrano,
https://students.unsw.edu.au/note-taking-skills
Materials: textbooks, handouts,
PowerPoint presentation

worksheets,

projector,

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1. Preparation/Daily Routine
a. checking of attendance and uniforms
b. cleaning the room
c. arranging the chairs
2. Lesson Proper
Day 17-19: Explore
TASK 1: Hit the Hints
Study the following photos. Do you know the characters in the
photos? In your group, list down the traits common to the characters in
the photo collage. Write your answer in your notebook.

B. Answer the following questions to get to know our characters better.

1. Who among the characters do you like most? Why?
______________________________________________________________________
2. Do you have what it takes to be like any of them? Why do you say
so?
______________________________________________________________________
3. Based on their characteristics and intentions, what name could be
associated with them?
______________________________________________________________________
TASK 2: Say That Again
Listen as your teacher plays a recorded song three times. Write
down at least three lines from the song that captured your attention.
Once youve written them, work with a partner and discuss how you
understood each line.

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Here are some examples of paraphrasing from Harry Potter, Percy

Jackson and Hunger Games.

Hope is the only thing

stronger than fear. A little
hope is effective. A lot of
hope is dangerous. A spark is
fine as long as its contained.

In the common tongue it reads,

One ring to rule them all. One
ring to find them. One ring to
bring them all and in the
Darkness bind them.

Fear is extremely powerful. Fear can back

you into a corner where you have little room
to fight the fight. Fear can entice you to
make a regretful decision, keeping you
anxious and worried to the point of
exhaustion. Fear can convince you that you
are incapable of succeeding or surviving.
Fear can be dangerous and motivating at the

There is one ring to rule, to find,

to bring, and to bind all evil.

C. With the tips and examples given to you on paraphrasing, be ready

to listen to another recorded song, write down two lines from it which
you like the most, and paraphrase them.

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Day 20-23: Explore/Firm Up

TASK 4: Bubble Thought

How do you understand the Hellen Keller quote above? Write
your answer on the Bubble Thoughts

Read the summary of the epic poem Beowulf (ECAS 9 pp. 3-5)
which deals with war and adventure. It is said to be the greatest poem
ever written in a modern European language four centuries before the
Norman Conquest. Beowulf shows an interplay of Christian and pagan
beliefs. The original writer remains unknown.
TASK 5: Comprehension Response

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Answer the questions on ECAS textbook page 5.

TASK 6: Life Connection
Answer the questions on your notebook on page 5
TASK 7: Compare and Contrast
Fill out the Venn Diagram to show the similarities and differences
of Beowulf and Grendel.

Day 25: Deepen

TASK 8: Into the Hero
1. Why did Beowulf go to Heorot?
2. Did he achieve his goal? Prove your point.
3. What happened to Grendel after the fight?
4. What did King Hrothgar do to Beowulf?
5. How did this part of the epic poem Beowulf end?
6. If you were one of the Geats, what would you tell or give Beowulf?
Why?
7. Who among our present superheroes would you liken Beowulf to?
Why?
8. What strengths did Beowulf put to use in this epic poem?
9. What are your strengths? How do you use them?
10. Give at least three reasons why you like or not like the epic poem
Beowulf.

TASK 9: HERO or LEADER

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In the boxes below, write the role of a hero and a leader. In the
middle box, write the characteristics similar to both that people can
emulate.

Hero
Leader
Day 26-27: Transfer
TASK 10: Rap Meant for Heroes
Preparation:
Step 1: Write meaningful sentences/phrases about a hero in your
life. Include the characteristics of a heroes.
a.
b.
c.

Step 2: Be guided by the tips on doing the rap as follows:

Make sure theres rhyme in the material you will rap.
Rhyme matters in rap as in any poetic form.
Perform rap in time to a beat.

d.
e.
f.
g.

Dont say anything that will offend people.

Craft your own style.
Have fun while rapping.
Practice. Practice. Practice

TASK 11: Rap It Up

Its your chance to rap now. Your schools dramatic guild is in search of
a rapper who will introduce the lead character/hero through a rap.
Youve been asked to try out for the part. You will render a one-minute
rap about the hero in your life in front of your class with your English
teacher and class adviser. Be reminded of the rhyme, rhythm, and
beat when you do the rap.
TASK 12: Share Your Lifes Lesson

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List down your strengths and how you intend to use them in the
table below. Do this in your journal.

Day 27-29: Explore

TASK 1: A Hero in You!
What does it take to be a great man? How does he use his strength/s to
become one? The story Le Morte d Arthur by Sir Thomas Malory
that we are about to learn will help us answer the questions. Handouts
will be given to you.
TASK 2: Game of King Arthurs Throne
Students are grouped into 5. Each shall prepare answer board and
a score board.
Game mechanics are as follow:
Easy Round:
Its a Multiple Choice question.
The question is read twice.
After the signal GO, each group shall raise their answer.
One point per correct answer
Average Round
Its a true or false question.
The question is read TWICE.
The choices include:
A if TWO statements are correct.
B if TWO statements are incorrect.
C if one statement is correct; the other isnt.
After the signal GO, each group shall raise their answer.
Three point per correct answer.
Difficult Round
Answer the question briefly.
Answer after the signal GO.
You have 40 seconds to answer.
Five points per correct answer.
Bonus Round
The question is read ONCE.

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Day 30-33: Firm Up

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Write only the letter of your answer after the signal GO.
You have 10 seconds to answer.

TASK 3: Watch and Mug Up

Watch the movie First Knight and write a movie review. The
template shall be given to you.

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Movie Review Template

MOVIE REVIEW PROJECT!

The review must at least be two pages long 10pts.
These are things you need to include:
1. A title (headline for your review) 5pts.
2. The names of the main actors and the names of their characters (top 5
actors/characters) 10pts.
3. A summary of the plot of the story - 10pts.
4. A possible theme (or moral) of this story 10pts.
5. Give the audience demographic or who would like this movie 10pts.
6. Your opinion of the movie as a whole (include details you thought were interesting
or awful). 10pts.
7. A score/rating system (other than two thumbs up) 5pts.
8. Include a very short biography of yourself at the end 10pts.
-

If you decide to type it, Ill throw in another extra 5pts.

Total possible score (not including extra credit): 80 pts.

MOVIE REVIEW WORKSHEET
Fill out the following information about the movie:
DURING THE MOVIE:
1. Who are the 5 most important characters in the film? Also list the names 5 of the actors playing
these characters.
2. What is this story about? Be very detailed!
3. What group of people would like this movie (demographics)?
AFTER THE MOVIE:
4. Did you like this movie? Why or why not?
5. What rating would you give this movie?
6. What spoilers might ruin the movie for viewers if you told them about it?
7. All movies teach a lesson (theme/moral). What did you learn from this one?
8. What title would you give your review (and can you think of a pun that might work for it)?

MOVIE REVIEW TEMPLATE

Note: DONT FORGET that movie titles are written within quotation marks!
HEADLINE: Include the title of the movie.
PARAGRAPH #1: Introduce the movie by stating that youve just seen this movie and would
like to give an opinion about it. Mention a couple of details that might help the reader understand
what type of movie you are talking about.

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PARAGRAPH #2: Summarize the plot (story). Where and when did it take place? Who are the
main characters? What is the story about?
PARAGRAPH #3: Talk about the actors/actresses and discuss who did a good job and who
didnt.
PARAGRAPH #4: Talk about what you liked about the movie and what you didnt like. Be sure
to include specific details and scenes.
PARAGRAPH #5: What lessons did you learn from this story (theme/moral)? What do you think
others will learn from it?
PARAGRAPH #6: What group of people would like this movie? Who would you recommend it
to? Who would you not recommend it to? What is your final word on the film: Is it good or bad?
RATING SYSTEM: Give the movie a score. You can do grades (A,B,C,D,F+ or -), stars (***
out of *****), numbers (3 out of 5) or something totally original just dont use thumbs up or
thumbs down.
SHORT BIOGRAPHY: Explain who you are, what your school level is (freshman, junior, etc.),
your job (if you have one), sports you play and interesting things you like to do. Talk about
yourself in the 3rd person, that is; pretend someone else is writing the bio about you.

Day 34-40: Deepen

TASK 4: Songs Are Poems Too
You have already learned the difference of poetry from a prose.
Dont you know that songs are poem too? Look at the following lyrics of
some popular songs.

My Heart Will Go On

Im Gonna Love You Like Im Gonna

Celine Dion

Meghan Trainor ft. John

Lose You
Legend

Every night in my dreams

I see you, I feel you
That is how I know you go on
Far across the distance
And spaces between us
You have come to show you go on
Near, far, wherever you are
I believe that the heart does go on
and on

I found myself dreaming

Of silver and gold
Like a scene from a movie
That every broken heart knows
We were walking on moonlight
And you put me close
Split second then you disappeared
And then I was all alone

How are these lyrics similar to poems? Give the elements of poetry that
are found in song lyrics.
Think of your favorite song and recite it in class. You may do solo, duet
or group(at least four). The criteria for poem recitation are as follow:
Preparation, Memorization, Physical Presence, Pausing and Pacing,
Clarity and Expression.
TASK 5: Write Shop

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Here are some ideas for your Jazz Chant lyrics.

A. Connect
1. Have each member of your group to share all the things you learn
about Discovering/Enhancing the Self.

2. From all the poems and stories you explored, what insights help
you realize the value of knowing ones self and maximizing your
strengths.
B. Working Lyrics
1. Remember that songs are poems too.
2. Write something that reflects the tasks theme.
3. Include all the necessary elements of poetry
4. Remember that Jazz Chants are snappy, upbeat chants and poems
that use jazz rhythms to illustrate the natural stress and intonation
patterns of conversational
American English.
5. Jazz chant is neither a jingle nor a yell (cheer).
6. Focus on CLARITY, ENUNCIATION, and RHYTHM.
C. The Fair Plan
1. Memorize the lyrics.
2. Specify each of your parts.
3. Decide on and be creative in your choice of props and costumes,
musical backgrounds and choreography.
D. Rehearse!
1. Improve your performance by cooperating well with all the group
members.
2. Practice makes perfect so practice a lot!
3. Have eye contact to the audience.
4. Consider the criteria for the presentation.
Delivery
Voice
Facial Expressions
Choreography
Costumes and props
Overall performance
TASK 6: Summary Paragraph
Write a short meaningful paragraph that reflects on the
previous lessons we discussed.

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Module 2. Valuing Other People and Their Circumstances

Lesson 1: FINDING OTHERS GREATNESS
I. OBJECTIVES
At the end of the lesson, students are expected to:
compare and contrast similar information presented in different texts;
establish connections of events and how these lead to the ending of a
material
give
the appropriate communicative style for an intimate
situation
analyze literature as a means of valuing other people and their
various circumstances in life
distinguish the features present in poetry and prose
use adverbs in narration
II. SUBJECT MATTER
TOPICS: Types of Anglo-American Literature, The Last Leaf,
Sonnet XXIX, Adverbs of Narration,
EQs: What makes a creative Chamber Theater? How does
learning Anglo-American literature help a person value
other people? How does this literature impart a persons
greatness?
EUs: Learning Anglo-American literature makes a person
value others by relating to their culture and ideals as
reflected in their literature; The effectiveness of Chamber
Theater depends on appropriate use of verbal and nonverbal strategies.
Reference(s): English Communication, Arts and Skills through
Anglo-American and Filipino Literature 9 by Milagros
Lapid
and
Josephine
Serrano,
https://coerll.utexas.edu/gg/gr/adv_03.html
Materials: textbooks, handouts,
PowerPoint presentation

worksheets,

projector,

Page

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1. Preparation/Daily Routine
a. checking of attendance and uniforms
b. cleaning the room
c. arranging the chairs
2. Lesson Proper
Day 1-4: Explore
Task 1: Methinks!

Task 2: Connecting Lives

How do we celebrate the greatness of the people we know?
Most of the time, we couldnt find our own greatness. But because
of the people who appreciate us, we come to realize that, indeed, we
have greatness in ourselves. The following sonnet tells us how a person
can influence ones perspective in life.
SONNET XXIX
William Shakespeare
When in disgrace with fortune and men's eyes,
I all alone beweep my outcast state,
And trouble deaf Heaven with my bootless cries,
And look upon myself, and curse my fate,
Wishing me like to one more rich in hope,
Featur'd like him, like him with friends possess'd,
Desiring this man's art, and that man's scope,
With what I most enjoy contented least:
Yet in these thoughts myself almost despising,
Haply I think on thee,--and then my state
(Like to the lark at break of day arising
From sullen earth) sings hymns at heaven's gate;

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1.
2.
3.
4.
5.

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For thy sweet love remember'd such wealth brings

That then I scorn to change my state with kings'.
I n line 1, what does the speaker mean by fortune?
In line 3, what does the word bootless mean?
In line 5, what does the speaker wish he had more of?
In line 6, what else does the speaker wish he had more of?
Explain the shift between the message/point of lines 1-8 and that of
lines 9-end. How do you know this is the point of the shift or the
turn?
6. What does the speaker mean when he says then I scorn to change
my state with kings in line 14? Why is he saying this when it seems
to completely contradict what he says in lines 1-8?
7. Besides the fact that Shakespeare wrote this, what about the sonnet
proves definitively that it is a proper Shakespearean sonnet?
TASK 4: Close Note
Listen as the teacher read the story to the class. Then, fill in the
blanks with correct word or phrase. file:///C:/Users/ACER/Documents/pdf/pd/leaf
%20student%20only.pdf

TASK 5: Comprehension Questions

Answer the following orally.
1. Where does the story take place?
2. What kind of people were attracted to this place around the turn of
the century?
3. Where did Sue and Johnsy first meet
4. When did Sue and Johnsy meet
5. Where was Johnsy from?
6. What time of the year did Johnsy get pneumonia?
7. When Sue first learned about Johnsy's feeling that she would die
when the last leaf fell, what excuse did Sue give Johnsy for going
downstairs to get Mr. Behrman
8. What was Behrman's occupation?
9. Johnsy had a dream of painting a particular scene someday. What
was this scene she dreamed of painting
10. Where did Behrman die?
11. What was the evidence that told them that Behrman was the person
who painted the last leaf on the wall?
12. What was Mr. Behrman's masterpiece?
Day 5-7: Firm Up
TASK 6: Treasure Box
A friend is a treasure any person would be happy to have. On this
activity, fill out the treasure box the characteristics of a GREAT friend
(portrayed in Sonnet XXIX and The Last Leaf)

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Sonnet XXIX

The Last Leaf

TASK 7: Controlled Practice

at first
in the beginning
in the beginning
one morning
one evening

back then
one time
the other day
one day
back in the day

Example in Paragraph
Well, as I heard it through the grapevine, at first, we - the fairy tale characters
- were the only ones in this castle, but one day the cartoonist drew a torture chamber
and a skeleton, which our authors found really funny! There is no accounting for
taste.
Adverbs provide information about how, where, when, to what
degree, or how often an action takes place. They modify verbs
or adjectives or other adverbs. They are also used to connect thoughts
(and sentences) to form longer narratives, such as establishing a
chronological sequence or cause-and-effect relationships.
1. To begin with...
2. Action in the middle

Then

Meanwhile

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Then
soon/shortly (thereafter)
as a result
Suddenly
later on
at that moment
Still
Meanwhile
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next, then
Afterwards
Afterwards
Suddenly
Afterwards
Beforehand
up until then
in the meantime

Suddenly a skeleton appears in our

castle and nobody informs us?
See how it is here? Then, of course,
our authors had to explain his
presence and come up with a life
story for him. They've done that in
the meantime, and now we are both
being exploited to present this dude.

3. Concluding adverbs

eventually,
in the end

at last,
last

in the end

since then

at the end
Oh well, what can we do? In the
end, we have to do what they
dictate us to do.
One of the questions that many writers confront is "My writing is
so BORING that even I dont want to read it. How can I make my writing
more interesting, appealing and attractive to my readers?" This is a
very good question, but there are many answers. In fact, there are
many ways to make your writing more interesting.

Can you imagine picking up a mystery book and reading the following?
The man got in the car. He drove his car to the old
house. He walked up to the door and knocked on it. The
door opened.
Question: Is this man a friend or enemy of the owner of the house?
Answer: You dont know. There is too little information here. You,
however, can add some words that would help the reader take a good
guess as to whether the man is a friend or enemy (or other). Not only
are these sentences unclear, they are also VERY BORING.

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How do those famous writers (i.e.; Stephen King, Agatha Christie)

make their ideas and sentences so good that you are willing to spend
$25 just on one of their books? One way good writers make their
writing more interesting is to add ADVERBS. Your task now is to add
adverbs to the paragraph above in order to make it more exciting.

Day 8-11: Deepen/Transfer

TASK 8: Greatness Recounted
Read this paragraph and determine its parts.
Good Deed
I learned about the joy of helping others when I was in
kindergarten. One of my classmates had forgotten his snack, so he had
nothing to eat during recess. Nobody wanted to share with him because
we were all very hungry and it was really his own fault that he would
have to go without. That day my mother had packed my favorite treat:
a chocolate and peanut butter cup. I wanted it all for myself, but my
mother had often told me that I should share, so I broke my chocolate
and peanut butter cup in half and gave my forgetful classmate half. He
nearly fell over in surprise. Then he smiled the biggest smile I had ever
seen and I suddenly felt the greatest happiness I had ever felt. After
that, I always looked for chances to help people, because it always
made them and me feel good.
Source:
http://marsdenarenglish.wordpress.com/academicparagraphs/model-narrative-paragraphs/
Questions to answer:
1. What does the writer articulate in the first sentence?
2. How does the writer develop this idea in the sentences that follow?
3. How does the paragraph end? What is signified in the last sentence?
4. How does the character in the paragraph manifest greatness?
5. Compare this paragraph with the story The Last Leaf. How do you
think Sue help Johnsy? Does Sue show the greatness which is implied
in the same paragraph?
Task 9: Writeshop
Recount your experience. Was there an instance that you or a
person you know has shown greatness? Before you do that, read more
details about how to write a narrative paragraph. A narrative paragraph
tells a story. It shows readers what happened at a particular place and
time.
Use this link, http://classroom.synonym.com/write-one-welldevelopednarrative-paragraph-475.html, to know more about how to write a
narrative paragraph.
Brainstorming
Get started by jotting down ideas following the question prompts
below.
Who are involved? What happened? When did it happen? Why did it
happen?
How did it happen?

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Module 2. Valuing Other People and Their Circumstances

Lesson 2: FEELING FOR OTHERS
I. OBJECTIVES
At the end of the lesson, students are expected to:
take note of the material viewed
give the appropriate facial expressions in delivering lines
analyze literature as a means of valuing other people and their
various circumstances in life
express appreciation for sensory images used
distinguish the features present in poetry and in prose
use the correct production of sounds in English such as vowels and
diphthongs
anticipate the points that will be made based on the speakers
purpose
agree or disagree with the ideas presented
II. SUBJECT MATTER
TOPICS: Richard Cory, Rainy Days, On His Blindness, Vowel
Sounds, Appropriate Facial Expression
EQs: What makes a creative Chamber Theater? How does
learning Anglo-American literature help a person value
other people? Why do you need to understand the

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relationship of empathy, fairness, and justice in dealing

with others?
EUs: The effectiveness of Chamber Theater depends on
appropriate use of verbal and non-verbal strategies;
Learning Anglo-American literature makes a person
value others by relating to their culture and ideals as
reflected in their literature; In dealing with others, it is
important to understand of empathy, fairness and justice
because these three suggest that ALL of us are equal,
that is, we all experience same emotions, same
struggles
Reference(s): English Communication, Arts and Skills through
Anglo-American and Filipino Literature 9 by Milagros
Lapid
and
Josephine
Serrano,
https://coerll.utexas.edu/gg/gr/adv_03.html
Materials: textbooks, handouts,
PowerPoint presentation

worksheets,

projector,

III. PROCEDURE
1. Preparation/Daily Routine
a. checking of attendance and uniforms
b. cleaning the room
c. arranging the chairs

2. Lesson Proper
Day 12-14: Explore
We gain a lot of insights from the experiences of other people.
Our lives become richer and more meaningful because of what we can
learn from them. At this point, you will be exposed to opportunities
wherein you will try to put yourself in other peoples shoes and imagine
yourself undergoing their struggles and predicaments. As the lesson
develops, think of the question, Why do you need to understand the
relationship of empathy, fairness, and justice in dealing with others?
TASK 9: Possible Sentence
Write one possible sentences that may capture the poems
essence. Use the words below.
happiness
status
money
fame
appearance
reality
SENTENCE:
_______________________________________________________________

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A PowerPoint presentation shall be shown by the teacher.

(Includes 4-Pic one word, Vocabulary Unlocking, the poem and
Comprehension
Questions)
C:\Users\ACER\Documents\ppt\lesson
richard

Reread the poem

WHENEVER Richard Cory

went down town,
We people on the pavement looked at him:
He was a gentleman from sole to crown,
Clean favored, and imperially slim.
And he was always quietly arrayed,

And he was always human when he talked;

But still he fluttered pulses when he said,
"Good-morning," and he glittered when he
walked.
And he was richyes, richer than a king,
And admirably schooled in every grace:
In fine, we thought that he was everything
To make us wish that we were in his place.

10

So on we worked, and waited for the light,

And went without the meat, and cursed the
bread;
And Richard Cory, one calm summer night,
Went home and put a bullet through his head.

15

Richard Cory

Find the word or phrase that the poet uses to express following. Now write their
definitions or translations.

Word or phrase
from head to toe
Regally
modestly dressed

From the poem

Your definition or
translation

well-educated

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He stood out from the crowd

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We did not have enough to eat

.Find the words in the poem which describe what Richard Cory looked like
_______________________________________________________________________________
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Find the words and phrases that describe how Richard Cory treated townspeople and how
they reacted to his attitude.
_______________________________________________________________________________
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Find the lines that sum up why the townspeople envied Richard Cory
_______________________________________________________________________________
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Paraphrase the poem in your own words.

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Analysis and Interpretation

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1. What does the poet mean when he says, And he was always human when he
talked;/ But still he fluttered pulses when he said, Good-morning?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
2.

How were the townspeople mistaken? How was their perception of Richard Cory
different from reality? (Compare and Contrast)
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

3. Why do you think R.C. committed suicide?

__________________________________________________________________
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__________________________________________________________________
4. Why does the suicide come as such a surprise?
__________________________________________________________________
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Day 15-18: Firm Up
TASK 10: Relate to Me

List the things that you can relate to the picture. It may be a word,
phrase or sentence.
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1. What is the mood of the poem?

2. Read the word/phrase that suggests the mood.
3. When do we experience rainy days in our lives?
4. What does the last stanza convey? Do you agree with its
message?
5. How should we deal with the rainy days in our lives?

Task 11: Writeshop

We learn now that happiness doesnt come from wealth, fame or
anything. If you are to meet someone who is feeling the same as Ricard
Cory, or having rainy days in his life, what will you say? How will you
help him deal with what he is going through? Here is a letter of which
you are to address to a person who is almost losing hope on life. Write
something to encourage this person.

To Someone Who Thought Its Hopeless,

__________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

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________________________________________________________________________
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________________________________________________________________________
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Sincerely yours,
_______________________________

Task 12: Pronounce Them Well

Producing gliding Vowels
It is also important that you pay attention to how well you
produce sounds in English. Read the text about diphthongs and try to
practice the sounds on your own. http://www2.vobs.at/ludescher/pdf
%20files/Pronunciation%20exercises.pdf
Here is a flash presentation of the vowels sounds. Repeat after
you hear the sound.

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beer, cheer, dear, fear, here, peer, tear,

eight, gate, date, late, main, mate, pain

tour, sure, cure, during, newer, curious

noise, annoying, boil, enjoy, appointment, oyster

no, coast, coat, code, holy, hope, own, road, wont

bear, chair, dear, fare, hair, pair, mare

my, mine, reply, rise, climb, wine, arrive

now, foul, crown, brown, fountain, doubt

TASK 13: Deliver With Face

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Day 19-20: Transfer

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Give lines/dialogs from three movies that made an impact

on you. Explain the reason/s why.
Line/s from the Movie

Why It has impact on You

Dialogs from your favorite movies or TV shows wont be as

effective if they are not executed well by the actors who deliver them.
Surely, you have learned by now that appropriate facial expressions and
other nonverbal strategies are important to make dialogs believable,
more realistic and more effective. Choose one of your favorite lines
(with at least three to five sentences) and deliver them with appropriate
expression to convey emotions. Remember to pronounce words
properly. Record yourself in VivaVideo.

Day 21-27: Explore

TASK 14: Life Timeline
On a piece of bond paper, make a timeline of your life. Write at
least 10 milestones in your life. Here is one example.

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I
I
I
I

walked.
am walking.
walk everyday.
will walk.

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Verbs do not just tell actions or conditions. It also tells time. It

is called tenses. Based on the verbs form, we can tell when the action
or condition happened, happens or will happen.

Which sentence tells us that the action happened in the past?

At present? In the future? Which action tells us that it happens
repeatedly?
To know more about tenses, take a look at the PowerPoint
presentation.

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Aside from simple tenses there is also another form which is in

the Perfect tense. To know more about these, go to your textbook (ECAS
9), page 337, 349 and 360.

Day 28-31: Firm Up

TASK 15: Conditioning Conditional

ZERO CONDITIONAL: REAL CONDITION

This conditional deals with real conditions. We dont call it real because it has
already happened: we call it real because it *always* happens this way. We use this
to describe a condition with an absolutely predictable result, in other words, to state a
fact.

If you stick your fingers in the fire, they get burned. (facthappens every

time)
When the situation is completely likely, use present tense in both clauses.
FIRST CONDITIONAL: UNREAL, BUT LIKELY

This conditional deals with unreal, but likely situations in the present or future. We
call it unreal because situation we are describing hasnt happened yet, and likely
because we can easily imagine it happening. We use the first conditional to describe
these situations.
For example, a 3 year old child is reaching toward the fire. She hasnt put her fingers
into the fire yet, but we know that small children dont understand fire, so we can
easily imagine her touching it. We would say:

If you stick your fingers into the fire, you will burn yourself. (Same idea as
above, but rather than stating a general fact, you are talking about a specific
incident.)

If you stick your fingers into the fire, you will be crying all day.

Notice that the verb stick is in the present tense. Using the present tense verb
shows two things:

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1. it hasnt happened yet (its unreal)

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2. you believe it could happen (its likely)

Also notice that the main clause verbs (will burn, will be crying) can be in simple form
or -ing form. It depends on whether you want to emphasize a single moment in time
(simple form) or the an extended period of time (-ing form). In either case, use will
+ verb in the main clause.
When the situation is unreal, but likely, use present tense in the conditional clause
and will + verb in the main clause.
SECOND CONDITIONAL: UNREAL AND UNLIKELY

This conditional deals with situations in the present and future that are both unreal
and unlikely. The situation we are describing hasnt happened yet, and we really cant
imagine it happening very easily, except in a freak accident or a moment of great
stupidity.

For example, a 25 year old is joking about reaching into the fire. He hasnt put his
fingers into the fire yet, and we dont think hes serious about doing it, but we want to
warn him about the consequences just in case. We would say:

If you stuck your fingers into the fire, you would need medical attention.

If you stuck your fingers into the fire, you would be screaming in pain all day.

Notice that the verb stuck is in the past tense. Using the past tense verb shows two
things:
1. it hasnt happened yet (its unreal)
2. you dont really believe it will happen (its unlikely)
Also notice that the main clause verbs (would need, would be screaming) can be in
simple form or -ing form. It depends on whether you want to emphasize a single
moment in time (simple form) or the an extended period of time (-ing form). In either
case, use would + verbin the main clause.
When the situation is unreal and unlikely, use past tense in the conditional clause
and would + verb in the main clause.
THIRD CONDITIONAL: UNREAL CONDITION

This conditional deals with situations in the *past* that are unrealthey didnt
happen. We can still imagine what the consequences would have been.
For example, the 25 year old was joking about reaching into the fire, but he didnt
actually do it. We would say:

If you had stuck your hand into the fire, you would have needed medical
attention.

If you had stuck your hand into the fire, you would have been screaming in
pain.

In the next two examples, the 25 year old actually did stick his hand into the fire. The
unreal situation is the opposite:

If you hadnt stuck your hand into the fire, you wouldnt have spent the
evening in the emergency room.

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If you hadnt stuck your hand into the fire, you wouldnt have blistered it so

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badly.
When the situation is unreal and in the past, use past perfect (had + -ed) in the
conditional clause and would have + verb in the main clause.

Module 2. Valuing Other People and Their Circumstances

Lesson 3: WORKING WITH OTHERS

I. OBJECTIVES

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At the end of the lesson, students are expected to:

judge the
relevance and
worth of ideas presented in the
video
identify the meaning of the words taken from a literary text
write a retell ring that shows elements of a short story
discuss a short story and identify its features as a form
of
prose
recognize how literary texts are influenced by ones
culture,
status, and environment.
use appropriate prosodic features of speech in
delivering a
Chamber theater.
II. SUBJECT MATTER
TOPICS: Pardoners Tale, Chamber Theater, Elements of Story
EQs: What makes a creative Chamber Theater? How does
learning Anglo-American literature help a person value
other people? How will working with others help a
person himself?
EUs: The effectiveness of Chamber Theater depends on
appropriate use of verbal and non-verbal strategies;
Learning Anglo-American literature makes a person
value others by relating to their culture and ideals as
reflected in their literature; Working with others means
making things easier and it helps him realize that he is
not living for himself alone, for the place he is in.
Reference(s): English Communication, Arts and Skills through
Anglo-American and Filipino Literature 9 by Milagros
Lapid
and
Josephine
Serrano,
www.youtube.com/hwaEa3r;
https://en.wikipedia.org/Chamer_theatre
Materials: textbooks, handouts,
PowerPoint presentation

worksheets,

projector,

III. PROCEDURE
1. Preparation/Daily Routine
a. checking of attendance and uniforms
b. cleaning the room
c. arranging the chairs
2. Lesson Proper
Day 32-34:Deepen
React on the video to be played. What does it convey about man
in modern times?

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TASK 16: Thinking Box

What is your view about the video? Write in 5-7-sentence
paragraph.

TASK 17: Retell Ring

Recall the elements of a short story by reading The Pardoners
Tale found in ECAS 9, pages 41-43.

Characters

Title

Day 35-40: Transfer

Life Lesson
Comment on the following:
1. Money is the root of all evil.
2. How does greed obstruct people from working together?

Theme

lot of the story revealed the theme?

literary devices used in the story? Give specific examples.

Plot
Exposition
Rising Action
Climax
Falling Action
Conclusion

Setting

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A Chamber Theater is a method of adopting literary works to the

stage using a maximal amount of the works original text and often
minimal and suggestive settings.
In Chamber Theater, narration is included in the performed text
and the narrator might be played by multiple actors.
TASK 18: Work! Work! Work! Work! Work!
Perform the Pardoners Tale into Chamber Theater. Remember the
following:
1. Stage Business. Chamber Theater is just like any theater. There is
movement on the stage. Actions and voice are
exaggerated as well. However, after an actor has
spoken his line, he must freeze. Hence, to freeze and
unfreeze is the norm. To the actors, face the actor you
are addressing. To do this, move to where you can face
to face with her/him. Use the stage well.
2. Text. Chamber Theater is always from fiction not drama. However,
this is arranged in drama form. When arranging the
script, it is advisable to dispense the narration to all the
characters.

TASK 19: After All is Said and Done

Write a reflection about the quarters lessons, your improvement,
your shortcomings on the matter and which lessons you would have
liked to learn more.

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Module 3. Connecting to the World

Lesson 1: Through Technology
I. OBJECTIVES

At the end of the lesson, students are expected to:

reflect on the message conveyed in the material viewed
analyze literature as a means of connecting to the world
produce the critical consonant sounds correctly
use gerunds and gerund phrases in expressing ways on how to shape
the world
reflect on how to manage the use of ICT gadgets without deviating
from human interaction
recognize the structures and types of stages for stage plays
finalize content of plot synopsis
II. SUBJECT MATTER
TOPICS: For Conversation, Press 1; Romeo and Juliet, Play
Synopsis
EQs: What makes a good one-act play? Aside from modern
technology, how does a person connect to the world both
past and present?
EUs: One-act play should make use of appropriate and
creative dramatic conventions, multi-media resources,
and verbal and non-verbal strategies; A person connects
to the world through studying literature (EnglishAmerican). Through this, one may be able to be aware of
a countrys past, its values and its traditions that will
give him knowledge on how to interact with different
kinds of people.
Reference(s): English Communication, Arts and Skills through
Anglo-American and Filipino Literature 9 by Milagros
Lapid and Josephine Serrano,
Materials: textbooks, handouts,
PowerPoint presentation, speaker

worksheets,

III. PROCEDURE
1. Preparation/Daily Routine
a. checking of attendance and uniforms
b. cleaning the room
c. arranging the chairs

projector,

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Day 1-2: Explore

TASK 1: Messaging Electronically

TASK 2: Considering
Options

TASK 3: Figuring It Out

Conversation has significantly changed over time due to the
advancement of technology. How do you think it affects human values?
Read the following article to find out. But answer the Vocabulary first.
Match the underlined words in Column A with their meanings in
Column B. Write the letter of your answer in the square.

6
COLUMN A

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COLUMN B

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UNDERSTANDING THE TEXT

Choose the correct answer to each item.
1. The authors purpose in writing the article is to make us realize that
________.
a. communications technology is interfering with human contact
b. people are communicating less than they did in the past
c. the advances in communications technology are unnecessary
d. people are forgetting how to communicate with others
2. The question Why is it that the more connected we get, the more
disconnected I feel? _____________.
a. reveals the authors confusion about technology
b. invites the reader to disagree with the author
c. highlights the authors examples and arguments
d. challenges the reader to find answers to problems
3. The authors tone throughout the selection is _________.
a. amusement
b. hostility
c. criticism
d.
indifference
4. The third and fourth paragraphs give emphasis on how a cell phone
______.
a. provides convenience
b. isolates people c.
threatens
safety
d. efficiently works
5. The idea that bothers the author most about the effect of
communications technology on his life is _______________.
a. limited communication with strangers
b. lack of social formula
c. extreme preference for cell phones
d. deviation from meaningful interaction
TASK 4: Enriching your Experience
Go back to the text For Conversation, Press # 1. Aside from the
communications technology cited by the author, what other
technological advances in communication deviate from human
interaction? Reflect on the authors concern and how you use your ICT

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My Reflections

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gadgets without neglecting human interaction. Write your reflections in

your notebook.

Day 3-7: Firm Up

TASK 5: Linking Past and Present