Antipolo Faith Christian School

Malachi St. Road 2, Inday Subd. Brgy. San Jose, Antipolo City

Curriculum Mapping

SUBJECT AREA AND GRADE LEVEL:_ENGLISH 9_ QUARTER: _1st

Content Content Performance Formation Learning Enduring Transfer Assessments Performance Activities
Standard Standard Standard Competencies Understanding Goal Task
and Essential
Questions

 Seven Ages The learner The learner •Share God’s •Analyze literature ESSENTIAL At the end of Pre-tests As last year’s Individual:
of Man by demonstrates actively goodness to as a means of QUESTION: this quarter, Quizzes winners of the El written outputs
William understanding participates in His creation discovering the self the learner Long Tests Indio: Poetry in
Shakespeare of how Anglo- a speech through 1. What roles can I will be able to Quarter Exams Motion contest, Peer
American choir through speaking with •Express perform that will use effectively you, a group of assessment
 Books Vs. literature and using confidence appreciation for make a difference verbal and Individual: written young poets and through
Cigarettes other text effective and conviction sensory images in my life? non-verbal outputs choral readers are collaborative
by George types serve as verbal and by means of used strategies invited to be the work:
Orwell means of non-verbal retelling and 2. Why is it based on the Peer guest performers  Making a
enhancing the strategies summarizing •Skim to important to following assessment for this year’s community
 The Lady or self; also how based on the stories with determine key recognize my roles criteria: through awarding brochure
the Tiger by to use following biblical ideas and author’s in life? Focus, Voice, collaborative ceremonies for  Poem
Frank processing, criteria: principles. purpose Delivery, work: the said contest. composition
Stockston assessing, Focus, Voice, 3. How can I Facial •Making a The organizers  Poem
summarizing Delivery, •Understand •Determine tone, perform my roles in Expressions, community want your group recitation
 The Last information, Facial people’s mood, technique, life effectively? Body brochure to share an etc.
Leaf by word Expressions, diverse culture and purpose of the Movements/ •Poem original poem
Oliver derivation and Body and individual author. 4. What makes a Gestures and composition expressing
Wendell formation Movements/ differences poem effective? Audience •Poem recitation heightened
Holmes strategies, Gestures and through •Draw similarities etc. emotions an
appropriate Audience various types and differences of thought-
 Four word order, Contact. of texts. the featured provoking
Functions of punctuation selections in ENDURING message through
Sentences marks and •Demonstrate relation to the UNDERSTANDING: an entertaining
interjections to one’s theme and inspiring
 Shifts in enable him/her responsibilities •Infer thoughts, You, just like any performance.
Sentences to participate to the people feelings, and other, have
actively in a group one intentions in the important roles to As you rehearse,
 Subject- speech choir. belongs to material viewed play that make you use the checklist
Verb through interested in to assess
Agreement interpreting its •Assess the shaping yourself to progress:
Rules cultures and relevance and become a healthy __ Posture,
traditions. worth of ideas and developed seated or
 Figures of presented in the young adult. standing.
Speech material viewed Learning to __ Periodically
recognize and to look at the
•Draw perform your roles audience
generalizations and effectively is a good __ Study the
conclusions from indicator that words and the
the material you’re a responsible way they should
viewed. individual using be recited.
even your past __ Emphasize the
•Compose forms experiences to verbs
of literary writing make a difference __ Follow
in your life. This can punctuations in
•Identify types and enhance your pausing, vary
features of poetry understanding of length of pauses.
the world around
•Use literary you. Somehow you
devices and just have to
techniques to craft continue finding out
poetic forms. what it is that fits
you. So whatever it
•Use the is that you do
appropriate significantly,
segmentals graciously and
(sounds of English) willingly, you have
and the to prove to yourself
suprasegmentals that you can excel
or prosodic for God’s glory.
features of speech
when delivering
lines of poetry and
prose in a speech
choir, jazz chants
and raps

•Use the
appropriate
gestures (hand,
face, and body)

•Use the
appropriate and
effective speech
conventions
expected of speech
choir
presentations.

•Use appropriate
punctuation marks
and capitalization
to convey meaning

•Use interjections
to convey meaning
 Antipolo Faith Christian School
Malachi St. Road 2, Inday Subd. Brgy. San Jose, Antipolo City

Curriculum Mapping

SUBJECT AREA AND GRADE LEVEL:_ENGLISH 9_ QUARTER: _2nd_

Content Content Performance Formation Learning Enduring Transfer Assessments Performance Activities
Standard Standard Standard Competencies Understanding Goal Task
and Essential
Questions
 “The Lottery” The learner The learner •Identify and EN9RC-IIg-5: ESSENTIAL At the end of Pre-tests Compose a short Individual:
by Shirley demonstrates proficiently plays enhance the Interpret QUESTION: this quarter, Quizzes prose piece for a written outputs
Jackson understanding an active part in different gifts information found the learner Long Tests Readers Theatre
of how Anglo- a Chamber and talents in non-linear texts Why do you need to will be able to Quarter Exams or Chamber Peer
 “Ida B. Wells- American Theatre (multiple such as diagrams, understand the compose a Theatre using assessment
Barnett and literature and presentation intelligences) maps, charts, etc relationship of short prose Individual: appropriate and through
Her Passion other text through one has been empathy, fairness, piece for a written outputs creative use of collaborative
for Justice” types serve as employing entrusted with EN9LT-IIb-15: and justice in Readers adverbs and work:
by Lee D. means of effective verbal through Analyze literature dealing with Theatre or Peer conditionals,  Summary in
Baker valuing other and non- verbal carrying out as a means of others? Chamber assessment then, be able to Group
people; also strategies based differentiated valuing other Theatre using through deliver for a
 “By the how to use on the following works. people and their ENDURING appropriate collaborative Chamber Theatre  Group
Railway Side” processing criteria: Focus, various UNDERSTANDING and creative work: Presentation. research
by Alice information Voice, Delivery, •Realize that a circumstances in In feeling for use of
Meynell strategies, Facial Faithian needs life. others, we gain a adverbs and  Reader’s
different Expressions, to develop lot of insights from conditionals Theatre
 “His Name is forms of Style and Body habits that EN9LC-IIb-2.8: the experiences of and deliver it
Reynaldo adverbs and Movements or lead to a Make inferences these other people. for a Chamber  Chamber
Carcillar” by conditionals Gestures. disciplined life from what was Our lives become Theatre Theatre
Bernard for him/her to especially said. richer and more Presentation.
Testa play an active developing EN9LC-IIc- meaningful because etc.
part in a spiritual 3.12/3.14: Listen of what we can
 “Thank You, Chamber disciplines to paraphrase and learn from them.
 Ma’am” by Theatre through summarize A’t this point, you
Langston presentation. identifying the information from will be exposed to
Hughes restraints that persuasive texts. opportunities
the material wherein you will try
 Degrees of read, viewed, EN9LC-IIe-12: to put yourself in
Comparison or listened to, Make a stand other people’s
is conveying, based on the text shoes and imagine
 Objects and and listened to. yourself undergoing
Complements thereafter, be their struggles and
able to EN9LC-IIh-12.1: predicaments. This
 Sentence practice them. Analyze the is important as
Patterns content and Christians, because
•Develop and feeling levels of the Bible teaches
 Sentence maintain good utterances in us, “Mourn for
Patterns for relationships persuasive texts. those who mourn.
inverted with others Live in harmony
Sentences and co-exist EN9VC-IId-22: with one another.
and harmoniously Agree or disagree Do not be proud,
Questions through using with the ideas but willing to
the language presented in the associate with
 Dangling in a proper material viewed. people in low
Modifiers manner in position. Do not be
every EN9VC-IIh-19: conceited.” –
 Misplaced collaborative Judge the Romans 12: 15- 16
modifiers activities. relevance and
worth of ideas
*Note: All the presented in the
reading material viewed
selections could
have an EN9WC-IIa-10:
alternative. Distinguish the
features present in
poetry and in
prose.

EN9WC-IIi-9:
Compose forms of
literary writing.

EN9WC-IIi-9.3: Use
literary devices
and techniques to
craft short prose
forms.

EN9OL-IIb-3.7:
Employ varied
verbal and
nonverbal
strategies to
create impact on
the audience while
delivering lines in a
Readers Theatre or
in a Chamber
Theatre.

EN9F-IIc-3.11.1:
Use the correct
production of
English sounds:
vowels sounds,
consonant sounds,
diphthongs, etc.

EN9G-IIa19: Use
adverbs in
narration.

EN9G-IIe20: Use
conditionals in
expressing
arguments
 Antipolo Faith Christian School
Malachi St. Road 2, Inday Subd. Brgy. San Jose, Antipolo City

Curriculum Mapping

SUBJECT AREA AND GRADE LEVEL:_ENGLISH 9_ QUARTER: _3rd_

Content Content Performance Formation Learning Enduring Transfer Assessments Performance Activities
Standard Standard Standard Competencies Understanding Goal Task
and Essential
Questions

 “The The learner The learner •Demonstrate EN9LT-IIIa-16: ESSENTIAL At the end of Pre-tests Individual:
Telephone” demonstrates skilfully performs understanding Analyze literature as QUESTION: this quarter, Quizzes *Lantern written outputs
by Edward understanding in one-act play of the a means of the learner Long Tests Presentation
of how Anglo- through utilizing redemptive connecting to the Do you care to will be able to Quarter Exams Peer
Field
world.
American effective verbal power of Christ extend a lifeline to skilfully assessment
 “Sorry, literature and and non-verbal through somebody in perform in Individual: through
EN9LT-IIIa-16.1:
Wrong other text strategies and sharing it with Identify the distress no matter one-act play written outputs collaborative
Number.” (A types serve as ICT resources proper distinguishing how risky the through work:
Radio Play) means of based on the organization of features of Anglo- situation? How else utilizing Peer
by Lucille connecting to following criteria: ideas, American one-act can you be a effective assessment
Fletcher the world; Focus, Voice, expressing plays channel of hope for verbal and through •Group
also how to Delivery, and them clearly to those in need non-verbal collaborative Evaluation of a
 “The Story of use ways of Dramatic the diverse EN9LT-IIId2.3: Draw strategies and work: plot summary
Romeo and analysing one- Conventions. listeners. similarities and ENDURING ICT resources
Juliet” Based act play and differences of the UNDERSTANDING: based on the  Group •Writing a
featured selections
on the play different •Identify following Evaluation of a dialogue based
in relation to the
by William forms of different ways Distance id being criteria: plot summary from a scene of
theme
Shakespeare verbals for on how one defied by Focus, Voice, “Romeo and
, as told by him/her to can show love EN9LT-IIIg-3: Explain information Delivery, and  Writing a Juliet.”
Bart Marks skilfully to others (love how a selection may technology. Dramatic dialogue based
perform in a languages) just Through the latest Conventions. from a scene of
 one-act play. as how Christ be influenced by technology that we “Romeo and •Role-playing
 “While the has given His culture, history, have nowadays, Juliet.”
Auto Waits” only Son to die environment, or you can virtually etc.
for our sins other factors travel or reach
by O. Henry  Role-playing
through places and connect
EN9LT-IIIa-20.1:
 Different composing to people around  Group
Explain how the
forms of different text elements specific to the globe. Thus, you discussions
verbals in types. a one-act play can transfer
phrases and contribute to the messages very fast  Group Research
clauses •Discover development of its through this kind of
literature to theme communication etc.
*Note: All the assert through
reading Fathians’ EN9LT-IIId-2.1.5: technology.
selections identity in Express appreciation Therefore this
could have an Christ by for sensory images allows you to
used
alternative. showing discover the extent
compassion to to which you,
EN9LT-IIId-20.2:
Verbals: others such as Explain the literary yourself, can
the needy, the devices used connect to other
Adjective and lost, the people with
Adverb unappreciated, EN9LT-IIIh-2.11: different
Phrases the forsaken Determine tone, personalities and
through mood, technique, needs.
Gerunds and different forms and purpose of the
Gerund of services just author
Phrases as Christ has
commanded EN9LC-IIIa-6: Employ
appropriate listening
Partiples and each one.
strategies suited to
Participial type of text
Phrases •Show humility
by accepting EN9LC-IIIa-6.1:
Infinitive and his limits and Extract important
Infinitive shortcomings information from
Phrases and be argumentative/
repentant of persuasive texts
his/her sins
through EN9LC-IIIb-6.3:
employing the Reflect on the ideas
appropriate of the speaker
oral language
and stance in EN9LC-IIIc-6.4:
public Interpret the
speaking. information listened
to
•Use the
EN9LC-IIId-6.5:
material
Recognize faulty
viewed and/or logic, unsupported
listened to, to facts, and emotional
make a stand appeal
that a Fathian
needs to EN9LC-IIIe-3.13:
behave in a Provide appropriate
manner and critical
acceptable to feedback/ reaction
the society by to a specific context
or situation
following rules
on social
EN9LC-IIIg-2.10:
etiquette and
Share personal
grace. opinion about the
ideas listened to
•Use polite
words in EN9LC-IIIh-12.1:
communicating Analyze the content
with others and feeling levels of
through utterances in
determining persuasive texts
proper word
relationships EN9LC-IIIi-8.2: Judge
the relevance and
and
worth of
associations.
information/ ideas
EN9LC-IIIi-8.6: Form
decisions based on
the ideas mentioned

EN9WC-IIIa-9:
Compose forms of
literary writing

EN9WC-IIIa-9.4:
Identify types and
features of a play
synopsis.

EN9WC-IIIe-9.5:
Use literary devices
and techniques to
craft a play
synopsis

EN9OL-IIIa-3.7:
Employ varied verbal
and nonverbal
strategies while
performing in a one-
act play

EN9F-IIIa-3.11:
Produce the English
sounds correctly and
effectively when
delivering lines in a
one-act play.

EN9OL-IIIc-5: Use
the appropriate
prosodic features of
speech when
delivering lines in a
one-act play

EN9OL-IIIg-2: Use
effective and
appropriate
nonverbal
communication
strategies

EN9OL-IIIh3.10: Use
appropriate
multimedia
resources to
accompany the oral
delivery of lines
 Antipolo Faith Christian School
Malachi St. Road 2, Inday Subd. Brgy. San Jose, Antipolo City

Curriculum Mapping

SUBJECT AREA AND GRADE LEVEL:_ENGLISH 9_ QUARTER: _4th_

Content Content Performance Formation Learning Enduring Transfer Assessments Performance Activities
Standard Standard Standard Competencies Understanding Goal Task
and Essential
Questions

Use active The learner The learner •Acknowledge EN10LC-IVb-3.18: ESSENTIAL At the end of Pre-tests The Great Individual:
and passive demonstrates competently that Jesus Get different QUESTION: this quarter, Quizzes written outputs
constructions. understanding performs in a Christ will viewpoints on the learner Long Tests Goal: To asses the
of how Anglo- full- length play come again to various local or Why is it important will be able to Quarter Exams perception of people Peer
global issues.
Change American through applying gather His to recognize one’s competently on what greatness assessment
direct to literature and effective verbal children as He mistakes and perform in a Individual: really means. through
EN10LC-IVa-16:
indirect other text and non-verbal promised Listen to simplify, rectify from it? full- length written outputs collaborative
speech and types serve as strategies and before he reorganize, play through Role: Audio-visual work:
vice versa means of ICT resources ascended to synthesize and How can one rectify applying Peer reporters/interviews
preserving based on the heaven evaluate, from his own effective assessment • Story-telling
Observe unchanging following through information to mistake? verbal and through Audience: Peers and
tense values in a criteria: Focus, analyzing expand, review, or non-verbal collaborative teacher • Reenactment
consistency in changing Voice, Delivery literature as a update knowledge. How one can strategies and work:
writing an world; also and Dramatic mean of improve in ICT resources Situation: Student • Debate
evaluation how to use Conventions. connecting to EN10LC-IVg-16.2: decision-making? based on the  Story-telling will present a report
React to the falsity
the features the world and following on how people • Reporting
or soundness of an
Recognizing of a full-length its history. ENDURING criteria:  Reenactment perceive greatness.
argument.
Double play, tense UNDERSTANDING: Focus, Voice, • Monologue
Negatives consistency, •Speak words EN10LC-IVh-14.3: Delivery and  Debate Product/performance
modals, active of the wise in Show appreciation Committing Dramatic and Purpose: An
Faulty and passive communicating for songs, poems, mistakes is innate Conventions.  Reporting audio-visual report to
Parallelism constructions with the plays, etc. to all people and explain people’s
plus direct different hence inevitable.  Monologue perception of
EN10LC-IVh-6.5:
Faulty and indirect members of Errors which are greatness.
Describe the
Coordination speech to the community emotional appeal of varied in nature
enable through a listening text. sometimes hurt us, Standard Criteria for
Excessive him/her quoting our family, and our Success: A creative
Coordination competently memorized EN10VC-IVa-15: community which and well-presented
performs in a English bible Compare and eventually make us audio-visual report.
full-length verses and/or contrast the feel guilty.
play. statements of contents of the Corrective Use the rubrics on
a reliable materials viewed measures can be audio-visual
writer. with outside taken to regain reporting to assess
sources of redemption of our this performance
information in
•Show the love dignity in the place task.
terms of
of Christ accessibility and we live in.
through media effectiveness
literacy by By taking a stand
means of EN10VC-IVd-29: pertaining to a
illustrating and Appraise the unity critical issue that
enrichment of plot, setting and affects your
activities. characterization in a decision as a
material viewed to student and as an
•Demonstrate achieve the writer’s individual citizen,
purpose.
the you can be
understanding assertive. Morals
EN10VC-IVf-6.1:
the power of which we hold dear
Evaluate how the
God’s elements that make will be revealed
resurrection up reality and and emphasized to
through fantasy affect enhance our
different viewing habit thinking capacity
lessons by and emotional
means of EN10WC-IVa- stability.
varied 14.1.1: Expand
activities. ideas using
principles of
cohesion and
•Claim God’s
innumerable coherence
promises to His
children by EN10WC-IVb-
citing proofs 14.1.2: Use a variety
and evidences of informative,
persuasive, and
through
argumentative
different text writing techniques
types and/or
public EN10SS-IVg-
speaking. 1.6.3: Acknowledge
sources by
preparing a
bibliography

EN10SS-IVg-
1.6.4: Use writing
conventions to
acknowledge
sources

EN10SS-IVi-2.3:
Compose a research
report on a relevant
social issue

EN10OL-IVa-3.9:
Use appropriate
language when
delivering campaign
speeches.

EN10OL-IVb-3.8.1:
Show courtesy and
politeness when
delivering campaign
speeches.

EN10OL-IVc-3.8:
Demonstrate the
appropriate stage
stance and behavior
when persuading
others in a
campaign speech

EN10F-IVh-1.16:
Deliver self-
composed
Campaign Speeches
on Advocacies,
Social Issues and
concerns.

EN10G-IVi-32:
Observe the
language of
research,
campaigns, and
advocacies.