UNIT LEARNING PLAN

Subject: English Grade Level: Nine

Unit Topic: Anglo-Saxon Literature Quarter: First

EXPLORE
Old English literature is a mixture of different cultures and traditions of Germanic tribes who migrated to the
island. These people became known as Anglo-Saxons whose language is called Old English. Like other nations
during the fifth century, most literary works in England were composed orally.
In this unit, you will learn about the rich literary tradition of Anglo-Saxon in their traditional forms. You will
also learn about the different conventions of writing, reading styles, and word order. You will also be exposed of
the different conventions of speech choir as one way to make other people exposed of the different literary works.
At the end of this unit, it is hoped that you will gain a deeper understanding and appreciation of the culture and
traditions reflected in the different Anglo-Saxon literary works.

Essential Question: How can speech choir be effectively delivered?

Map of Conceptual Change:

As we are about to venture into our discussion on creating a personal story, accomplish the IRF Chart by
indicating your response to our essential question.

Instructions:
1. Open the Classwork section of your Google Classroom in English 9.
2. Open the activity IRF Chart and fill in the “Initial Answer”.

Screenshot of the Worksheet:

FIRM-UP
LC1: Interactive Quiz 1: Pre-test
Differentiate Instructions:
normal and  Online students: Click the link sent to the chat box and enter the code shown on the screen.
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inverted Click TRUE if the statement is correct, and FALSE if it is not.
sentences  Face-to-Face students: Write TRUE or FALSE on your whiteboard.
1. A personal essay is a formally written work that is biographical in nature.
Learning 2. Questions that begin with the 5Ws and 1H are structured in the inverted order.
Targets: 3. A population is a small group of people from whom researchers would get their data.
 I can 4. Juncture refers to the pauses in between words or groups of words in speech.
distinguish 5. Shakespearean sonnets consist of 20 lines in all—five stanzas, each with four lines.
normal and 6. A dash is used when writing fractions and compound adjectives, such as in the
inverted expressions one-half and full-bodied.
sentences. 7. A strong interjection is usually followed by an exclamation point.
8. There are four end punctuation marks.
LC2: Identify 9. An eponym is a word derived from a person’s name.
appropriate 10. A monologue is a dramatic portrayal of beggars and is performed by two or more
punctuation people in a stage play.
marks in
sentences Link: joinmyquiz.com
Learning
Targets: Screenshot:
 I can rewrite
sentences
applying the
rules in
punctuation.
LC3: Compare
the different
literary devices
and techniques
used in literary
Activity 1: Who Am I?
works
Instructions: Analyze each sentence and identify if it is normal or inverted.
1. Had I been the shipowner, I would have inspected my ship first.
Learning
2. I don’t doubt my beliefs unless there is sufficient evidence.
Targets:
3. Clifford believes that inquiry is our duty to mankind.
 I can 4. Should I believe everything I learned?
distinguish 5. Seldom have I pondered intently about the roots of my beliefs.
among the
different Activity 2:
literary Instructions:
devices and
 Online students: Click the link sent to the chat box and enter the code shown on the
techniques.
screen. Click the option that is being described in each question.
 Face-to-Face students: Write the letter of the answer on your whiteboard.
LC4: Identify the
Identify the different literary devices used in literary works.
distinguishing
features of
Clickable Links: https://app.quizalize.com/view/quiz/literary-devices-56b2ff85-edc6-4d00-
notable Anglo-
8ef8-fb845718264a?searchTerm=Literary%20devices&page=
Saxon lyric
1&contentType=quiz
poetry, songs,
poems, sermons,
and allegories
Screenshots:
Learning
Targets:
 I can give the
different
characteristic
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 s of different
Anglo-Saxon
literary
works.

LC5: Identify the

different
segmental and
suprasegmental
features in
speech Activity 3: Background Check!
Instructions:
 Online students: Click the link sent to the chat box and enter the code shown on the
screen. Click the option that is being described in each question.
 Face-to-Face students: Write the letter of the answer on your whiteboard.
Learning
Identify the different features of Anglo-Saxon literature.
Targets:
 I can identify Clickable Links: https://app.quizalize.com/view/quiz/anglosaxon-background-review-
the different
e4000468-ec5c-4a6b-92ed-3b86fd4b20dc?searchTerm=anglo-saxon
prosodic
%20literature&page=1&contentType=quiz
features.
Screenshots:

Activity 4: Listen to Me!

Instructions:
 Online students: Watch the video below. Make a concept map about the different prosodic
features and their characteristics. Do this on the virtual worksheet uploaded on the Google
Classroom.
 Face-to-Face students: Watch the video below. Make a concept map about the different
prosodic features and their characteristics. Do this on the printed worksheet given.
Clickable Links: https://youtu.be/N6l7wDcdtRA

Screenshots:

SCAFFOLD FOR TRANSFER 1

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Activity 5: Poem Recital
Instructions: Each student will recite by memory the poem I Wandered Lonely as a Cloud,
using all the skills of a good dramatic presentation.

Clickable Links: https://www.poetryfoundation.org/poems/45521/i-wandered-lonely-as-a-

cloud

SCAFFOLD FOR TRANSFER 2

Activity 6: Video Analysis
Instructions: Each student will be asked to watch a video of poem recital, and will analyze the
performance based on the conventions of reciting poetry studied.

Clickable Links: https://youtu.be/TItzApPzCdY

Screenshots:

Self-assessment:
Instructions:
1. Read the following “I can” statements.
2. Check the level that determines your learning skills.
3. Thumbs up if you think you can do these by yourself.
4. Thumbs sideward if you think you need help for it.
5. Thumbs down if you cannot do it by yourself.

MAP OF CONCEPTUAL CHANGE

As we discuss the pre-colonial literature and the features of storytelling, accomplish the IRF
Chart by indicating your response to our essential question.
Instructions:
1. Open the Classwork section of your Google Classroom in English 9.

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 2. Open the activity IRF Chart and fill in the “Revised Answer”.

Interactive Quiz 2: Post-test

Instructions:
 Online students: Click the link sent to the chat box and enter the code shown on the screen.
Click TRUE if the statement is correct, and FALSE if it is not.
 Face-to-Face students: Write TRUE or FALSE on your whiteboard.
1. A personal essay is a formally written work that is biographical in nature.
2. Questions that begin with the 5Ws and 1H are structured in the inverted order.
3. A population is a small group of people from whom researchers would get their data.
4. Juncture refers to the pauses in between words or groups of words in speech.
5. Shakespearean sonnets consist of 20 lines in all—five stanzas, each with four lines.
6. A dash is used when writing fractions and compound adjectives, such as in the
expressions one-half and full-bodied.
7. A strong interjection is usually followed by an exclamation point.
8. There are four end punctuation marks.
9. An eponym is a word derived from a person’s name.
10. A monologue is a dramatic portrayal of beggars and is performed by two or more
people in a stage play.

Link: joinmyquiz.com

Screenshot:

DEEPEN
LC1: Draw Instructions: Below are the videos samples. Watch each video, then select which best shows
generalizations effective delivery of speech choir. Write your answer in the given table.
and infer
thoughts, You are allowed to refer to other available references but not allowed to ask help from your
feelings, and classmates, parents, relatives or any other adult. Before submitting make sure to follow the
intentions in the instructions on how to answer.
material viewed
Learning
Targets:
 I can draw
conclusions
from the
material

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 viewed/read.
 I can make GUIDED GENERALIZATION TABLE
inferences. Video 1 Video 2 Video 3
Essential Link: Link: Link:
LC2: Analyze Question https://youtu.be/ https://youtu.be/ https://youtu.be/j8-
A395iQSaDk4 36CjGiTvVDM 6iWG1zvE
the tone, mood,
Answer: Answer: Answer:
technique, and
purpose of the How can speech
author choir be effectively Supporting Texts: Supporting Texts: Supporting Texts:
delivered?
Learning Reason: Reason: Reason:
Targets:
 I can explain Common Ideas in Reasons:
the tone,
mood, and
technique of Enduring Understanding/Generalization:
the author. The students will understand that a creative delivery of speech choir depends on the
understanding of the performers of the piece, and on their knowledge on different speech
LC3: Analyze strategies.
literature as a
means of
discovering the C-E-R Questions:
1. How can we effectively deliver a speech choir?
self
2. Why do we need to have sufficient knowledge in different speech strategies to effectively
deliver a speech choir?
Learning
3. Can students effectively deliver a speech choir when they have sufficient knowledge in
Targets: different speech strategies?
 I can explain 4. EQ: How can speech choir be effectively delivered?
the role of
literature in Prompt for Generalization:
knowing 1. What do you understand about the three materials?
oneself. 2. How are the three interconnected?
3. How do the speakers deliver the information to the intended audience?
LC4: Explain
how the elements SCAFFOLD FOR TRANSFER 3
specific to a Activity: Choral Reading
genre contribute Instructions: Each group will recite by memory the poem Beat! Beat! Drums!, using all the
to the theme of a skills of a good dramatic presentation.
particular literary
selection Clickable Links: https://www.poetryfoundation.org/poems/45469/beat-beat-drums

Learning MAP OF CONCEPTUAL CHANGE

Targets: 1. Let’s revisit your ideas earlier and complete the IRF Chart.
 I can explain 2. Write your final answer to our essential question in the last column.
the role of
settings and
characters in
influencing
the theme of
a literary
work.

LC5: Explain
how a selection
may be

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influenced by
culture, history,
environment, or
other factors

Learning
Targets:
 I can explain
the context of
a story.
TRANSFER
Performance Transfer Goal: Students on their own and in the long run will be able to perform a speech choir
Standard: The that will reflect the context of the story they are going to deliver, and will show their
learner actively appreciation of the literary piece.
participates in a
speech choir Performance Task: Speech Choir
through using
effective verbal Kind: Integrated Subjects
and non-verbal
strategies based Analytic Rubric:
on the following
criteria: focus,
voice, delivery,
facial
expressions,
body
movements/
gestures and
audience contact.

LC1: Use the

appropriate
segmental
(sounds of
English) and the
suprasegmental
or prosodic
features of
speech when
delivering lines
of poetry and
prose in a speech
choir

LC2: Produce
the correct beat
and rhythm in
delivering jazz
chants

LC3: Use the

appropriate and Self-Assessment
effective speech Instructions:
conventions 1. Read the following “I can” statements.
expected of 2. Check the level that determines your learning skills.
speech choir 3. Thumbs up if you think you can do these by yourself.
presentations 4. Thumbs sideward if you think you need help for it.

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 5. Thumbs down if you cannot do it by yourself.
6. Remember that there are NO incorrect answers in this assessment.

Values Integration: Think and Share

Instruction: What did you learn from this unit? Share your thoughts by answering the following
questions.
1. What new realizations do you have about speech choir?
2. As a student, how do you think delivering a speech choir helps in developing your
speaking skills?
3. How can this task help you build social relationship opportunities for learn of grow?
4. Do you see the significance of the task? How can it help you assert your identity as a
Filipino?

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 CALENDAR OF ACTIVITIES
WEEK 1
MON TUE WED THU FRI
ACQUISITION – ACQUISITION – ACQUISITION – ACQUISITION – ACQUISITION –
HYBRID HYBRID HYBRID ONLINE ONLINE

Pre-Test Activity 1 Activity 2

WEEK 2
MON TUE WED THU FRI
ACQUISITION – ACQUISITION – ACQUISITION – ACQUISITION – ACQUISITION –
HYBRID HYBRID HYBRID ONLINE ONLINE

Activity 3 Activity 4 Activity 5

WEEK 3
MON TUE WED THU FRI
ACQUSITION TEST MAKE MEANING – MAKE MEANING – MAKE MEANING – MAKE MEANING
HYBRID HYBRID ONLINE TEST

WEEK 4
MON TUE WED THU FRI
SCAFFOLD FOR PT 1 SCAFFOLD FOR PT 1 SCAFFOLD FOR PT 1 SCAFFOLD FOR PT 2 SCAFFOLD FOR PT 2

WEEK 5
MON TUE WED THU FRI
SCAFFOLD FOR PT 3 SCAFFOLD FOR PT 3 PT ASSIGNMENT PT ASSIGNMENT PT ASSIGNMENT

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 UNIT ASSESSMENT SAMPLES
A. ACQUISITION
1. SELECTED RESPONSE TEST ITEMS:

LEARNING COMPETENCY TEST ITEM(S)

LC1: Differentiate normal and 1, 2, 3, 4, 5
inverted sentences
LC2: Identify appropriate
6, 7, 8, 9, 10
punctuation marks in sentences
LC3: Compare the different literary
devices and techniques used in 11, 12, 13, 14, 15, 16, 17, 18, 19, 20
literary works
LC4: Identify the distinguishing
features of notable Anglo-Saxon 21, 22, 23, 24, 25, 26, 27, 28, 29, 30
lyric poetry, songs, poems, sermons,
and allegories
LC5: Identify the different
segmental and suprasegmental 31, 32, 33, 34, 35
features in speech

B. MAKING MEANING
CER WITH OPEN BOOKS:

LEARNING COMPETENCY:
Explain how a selection may be influenced by culture, history, environment, or other factors; discover literature as a
means of connecting to a significant past

DIRECTIONS: Below are videos of different speech choir presentations. Watch each video, then select which best
shows effective delivery of speech choir. After the third video, write your answer in the given table. You are allowed
to refer to your module or available references (e.g. textbook) and the Internet. You are NOT allowed to ask help from
your classmates, parents, guardians, relatives or any other adult. Before submitting, make sure you have followed the
instructions on how to answer.

VIDEO 1: https://youtu.be/A395iQSaDk4
VIDEO 2: https://youtu.be/36CjGiTvVDM
VIDEO 3: https://youtu.be/j8-6iWG1zvE

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DIRECTIONS: After watching the three videos, select which best shows effective delivery of speech choir. Discuss
your choice and support your answer with quotations or statements from the chosen video.
ANSWER:
Video no. ______ is the best because ____________________________________________________________.

C. TRANSFER
PERFORMANCE TASK (1 PRODUCT INTEGRATED FROM 2 SUBJECTS)

GRADE LEVEL: Nine QUARTER: First

SUBJECT: English PERFORMANCE STANDARD: The learner actively participates
in a speech choir through using effective verbal and non-verbal
strategies based on the following criteria: focus, voice, delivery,
facial expressions, body movements/ gestures and audience contact.

SUBJECT 1: Edukasyon sa Pagpapakatao The learner will be able to create a project that will contribute to the
cultural development of a community.

SUBJECT 2: Music The learners will be able to perform chants, madrigals, oratorio,
chorales, and troubadour.

COMMON THEME IN SUBJECT STANDARDS:

Voice delivery, cultural appreciation

COMMON OUTPUT:
Speech Choir

PERFORMANCE STANDARD:
English - The learner actively participates in a speech choir through using effective verbal and non-verbal strategies
based on the following criteria: focus, voice, delivery, facial expressions, body movements/ gestures and audience
contact.
Edukasyon sa Pagpapakatao - The learner will be able to create a project that will contribute to the cultural
development of a community.
Music - The learners will be able to perform chants, madrigals, oratorio, chorales, and troubadour.

SITUATION: The National Youth Commission has commissioned your group to present a piece that is about living a
good life.
GOAL: to instill good values in the youth
ROLE: choir members
INTEGRATED PRODUCT: speech choir presentation
AUDIENCE: secondary level students
STANDARDS: delivery, costume and sound effects, interpretation, stage presence

PERFORMANCE TASK ANALYTIC RUBRIC:

4 3 2 1
CRITERIA RATING
OUTSTANDING SATISFACTORY DEVELOPING BEGINNING
Delivery (quality Students Students Students Students
of voice, fluency, pronounced all pronounced most pronounced some pronounced most
pronunciation, words correctly words correctly and words correctly words and the
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blending, and with great quality has good harmony and has blended blending of their
harmony) of voices and has and blending of their voices. voices was not
excellent blending their voices. done well.
and harmony.
Costume and Costumes are Costumes are Costumes are Costumes are
Sound Effects related and very related and effective related and related but not
(attire is related effective in in conveying their effective in effective in
to the concept, conveying their message. It has used conveying their conveying their
sound production, message. It has visual and audio message. It has message. It has
visual and audio utilized great visual effects. limited visual and limited visual and
effects) and audio effects. audio effects. audio effects.
Interpretation Students used Students used good Students need to Students were not
(manner in which excellent timing timing and phrasing. improve on timing understood by the
the piece is and phrasing. Each Each part/role was and phrasing. audience because
internalized and part/role was spoken in a steady Each part/role was the students sped
presented) spoken in a steady voice. Students hard to understand through their
voice. Students interpreted the because the lines.
used creativity in poem very well. students spoke too
their interpretation quickly.
of the piece.
Stage Presence Students used Students used some Students tried a Students did not
(stage poise, eye gestures, voice gestures, voice few gestures, use gestures,
contact, gestures, fluctuations, and fluctuations, and voice fluctuations, voice fluctuations,
movement and facial expressions facial expressions to and facial and facial
audience impact) to enhance meaning enhance meaning of expressions. expressions.
of their piece. their piece. Students did not
Audience was Audience was make the audience
convinced well. slightly convinced. believe in the
message of their
piece.
TOTAL:

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