NEW LIFE CHRISTIAN SCHOOL OF CAVITE, INC.

Brgy. Maguyam, Silang, Cavite, 4118, Philippines

Mobile Phone nos.: +639195118151; +639106930303
Landline: (046) 686-08-01

CURRICULUM MAP IN ENGLISH 9

Phase 1: SUBJECT COURSE DESCRIPTION
Students explore a variety of nonfiction and fiction selections including biographies, short stories, novels, drama, and poetry. They
expand vocabulary – including their understanding of literary terms. Opportunities will be provided for students to practice in order to
increase their ability to analyze and interpret information from a variety of reading, listening, and viewing selections. Students write essays
based on the selections as well as analyses of literature and are introduced to the research process.

Prepared By: Checked by: Approved By:

GERONIMO E. HANDOG JR., LPT PAULINE I. PARREŇO, LPT NANCY A. GUNAYON, LPT, MAEd, PhD
Subject Teacher Head, Junior High School Department School Principal
Phase 2: FLOW OF THE TOPICS

NORMAL AND PUNCTUATION

Quarter 1 MODALS CONDITIONALS
INVERTED AND
SENTENCES CAPITALIZATION

TEXT
Quarter 2 VUCA WORLD
CONNECTIONS

BIASES AND RELEVANCE AND

VALIDITY OF THE
Quarter 3 PREJUDICES TRUTHFULNESS OF
EVIDENCES
IDEAS PRESENTED
LAY VALUE RELEVANCE AND
Quarter 4 JUDGMENT ON TRUTHFULNESS OF
CRITICAL ISSUES IDEAS PRESENTED

Phase 3: Project Plan/Performance Task

Quarter 1 Create a Dictionary of Modals

Quarter 2 Make a Short Story integrating the VUCA World

Quarter 3 Conducting of Debate

Quarter 4 Critique a book of your choice

Phase 4: GRASPS
First Quarter Second Quarter Third Quarter Fourth Quarter
Goals To produce an individual that is To create a child that is able to To produce an individual who To critique a book using
good in writing different kinds of interpret text of different has critical thinking in different strategies and
text using different types of situations. analyzing data presented. approaches.
sentences.
Role and Responsibility Students- to provide an excellent Students- to provide an Students- to provide an Students- to provide an
output before the end of the excellent output before the end excellent output before the excellent output before the
class. They should be ready and of the class. They should be end of the class. They should end of the class. They should
prepared for the next level. ready and prepared for the be ready and prepared for be ready and prepared for
next level. the next level. the next level.
Teachers- must provide quality
instruction that can help students Teachers- must provide quality Teachers- must provide Teachers- must provide
to be prepared for their future. instruction that can help quality instruction that can quality instruction that can
students to be prepared for help students to be prepared help students to be prepared
Administration- to provide their future. for their future. for their future.
excellent service among
stakeholders. Administration- to provide Administration- to provide Administration- to provide
excellent service among excellent service among excellent service among
Parents- to assist their students stakeholders. stakeholders. stakeholders.
when in need and to provide care
and guidance. Parents- to assist their students Parents- to assist their Parents- to assist their
when in need and to provide students when in need and students when in need and
care and guidance. to provide care and to provide care and
guidance. guidance.
Audience Grade 9 students Grade 9 students Grade 9 students Grade 9 students
Situation or Scenario Class Discussion Class Discussion Class Discussion Class Discussion
Group Dynamics Group Dynamics Group Dynamics Group Dynamics
Class Recitation Class Recitation Class Recitation Class Recitation
Reporting Reporting Reporting Reporting
Product or Performance Create a Dictionary of Modals Make a Short Story integrating Conducting of Debate Critique a book of your
 the VUCA World choice

Standards Content Standards: The learner Content Standards: The Content Standards: The Content Standards: The
demonstrates understanding of how learner demonstrates learner demonstrates learner demonstrates
Anglo-American literature and other understanding of how Anglo- understanding of how Anglo- understanding of how Anglo-
text types serve as means of American literature and other American literature and other American literature and other
enhancing the self; also, how to use text types serve as means of text types serve as means of text types serve as means of
processing, assessing, summarizing
valuing other people; also, how connecting to the world; also preserving unchanging
information, word derivation and
to use processing information how to use ways of analyzing values in a changing world;
formation strategies, appropriate
word order, punctuation marks and strategies, different forms of one-act play and different also how to use the features
interjections to enable him/her to adverbs and conditionals for forms of verbal for him/her of a full-length play, tense
participate actively in a speech choir him/her to play an active part to skillfully perform in a one- consistency, modals, active
in a Chamber Theatre act play. and passive constructions
Performance Standards: presentation. plus direct and indirect
The learner actively participates in a Performance Standards: speech to enable him/her
speech choir through using effective Performance Standards: The learner skillfully performs competently performs in a
verbal and non-verbal strategies The learner proficiently plays in one-act play through full-length play.
based on the following criteria: an active part in a Chamber utilizing effective verbal and
Focus, Voice, Delivery, Facial Theatre presentation through non-verbal strategies and Performance Standards:
Expressions, Body Movements/
employing effective verbal and ICT resources based on the The learner competently
Gestures and Audience Contact
non- verbal strategies based on following criteria: Focus, performs in a full- length play
the following criteria: Focus, Voice, Delivery, and Dramatic through applying effective
Voice, Delivery, Facial Conventions. verbal and non-verbal
Expressions, Style and Body strategies and ICT resources
Movements or Gestures. Week based on the following
RC Reading Comprehension LC criteria: Focus, Voice,
Listening Comprehension VC Delivery and Dramatic
Viewing Comprehension V Conventions.
Vocabulary Development LT
Literature WC Writing and
Composition F Oral Language
and Fluency
Phase 5. Curriculum Map

PHILOSOPHY: We believe that God, the maker of heaven and earth, is the “real” owner of this school. Therefore, for New Life, God is sovereign over all its
personnel, learners, rules and regulations, curriculum, and facility.
We also believe that a child can be developed to his/her potential through a collaborative support of parents and the school and especially through the working of
God (Deuteronomy 8:18, Joshua 1:8)
VISION: New Life Christian School of Cavite, Inc. is the B.E.S.T. (Bully-free, Brainy, Beautiful, Excellent, Skillful, Safe, and Standard. Truth Based and Technology
Based)
MISSION: New Life Christian School of Cavite, Inc. are committed to provide reasonable, God-centered, globally competitive, and technology advanced basic
education by using the standardized curriculum of the DepEd enhanced with international program and integration of technology being implemented by the highly
educated school head and competent teachers.
GOALS AND OBJECTIVES:
The main goals of New Life Christian School of Cavite, Inc.
1. Instruct students for upcoming success;
2. Promote academic excellence and equity for a diverse student within a private school system for parents, students and educators.
3. Provide a choice of educational opportunities within private school system for parents, students and educators.

The objectives of New Life Christian School of Cavite, Inc.

1. Students will develop clear and effective written and oral communication using Standard English.
2. Students will acquire a strong foundation in Mathematical reasoning and skills.
3. Students will develop moral obligation that will be used to become future leader of his leader
4. Students will learn about the political, economical, cultural, and geographical and technological services that have shaped the history of the world and
of the Philippines.
5. Students will acquire knowledge and skills in the sciences and will be able to conduct inquiries using scientific method.
6. Students will develop an informal appreciation of the arts and participate in their creation.
7. Students will be able to speak, read and write in both Native and English Language.
8. Students will recognize the importance of hard work, personal responsibility, and respect for others with the guidance of the God, our Father.

CORE VALUES: Bully-free, Brainy, Beautiful, Excellent, Skillful, Safe, and Standard, Truth-based and Technology-based.
 SUBJECT: English QUARTER: First
GRADE LEVEL: 9 TEACHER: Geronimo E. Handog Jr.

Quarter/ UNIT TOPIC: CONTENT CONTENT PERFOR PRIORITIZED ASSESSMENT ACTIVITIES RESOURCES INSTITUTIONAL
Month STANDARD MANCE COMPETENCIES CORE VALUES
STANDARD OR
SKILLS/AMT
LEARNING
GOALS
School- Home-
Based Based
ACQUISITION
1st Quarter/August 1. MODALS The learner The learner
A.1. Express A.1. Filling the A.1. Filling the A.1. • Online Excellence
demonstrates actively
permission, blank blanks of the Online Web
2. CONDITIONALS understanding participates
obligation, and appropriate Exercise Resources
of how Anglo- in a speech
prohibition using modals in a • Book
1st 3. COMMUNICATIVE American choir
modals. sentence. Source
Quarter/September STYLES literature and through
MEANING MAKING
other text types using
A.2. Use A.2. Sentence A.2. Compose A.2. • Online Responsive
4. NORMAL AND serve as means effective
conditionals in Composition sentences Google Web
INVERTED of enhancing verbal and
expressing using Worksheet Resources
SENTENCES the self; also non-verbal
arguments conditionals. • Book
how to use strategies
Source
1st Quarter/October 5. PUNCTUATION AND processing, based on
CAPITALIZATION assessing, the TRANSFER
summarizing following A.3. Employ the A.3. Matching A.3. Matching A.3. Jam • Online Comprehensive
information, criteria: appropriate type the given Board Web
word derivation Focus, communicative scenario into Resources
and formation Voice, styles for various its appropriate • Book
strategies, Delivery, situations communicative Source
appropriate Facial (intimate, casual, style.
word order, Expressions, conversational,
punctuation Body consultative,
marks and Movements/ frozen)
interjections to Gestures
enable him/her and A.4. Use inverted A.4. Essay A.4. Write an
to participate Audience and normal Writing essay about
actively in a Contact. sentences in today’s
speech choir. making essays. COVID19
Pandemic
using normal
Essential and inverted
Question sentences.

*What is
Conditionals? A.5. Apply and A.5.Paragraph A.5. Use
utilize Correction punctuation
punctuation marks and
Enduring marks and rules rules of
Understanding of capitalization capitalization
appropriately. in correcting
*A conditional the paragraph.
sentence is a
sentence that
expresses a
condition. A
condition is
something that
can only happen
IF something
else occurs
 SUBJECT: English QUARTER: Second
GRADE LEVEL: 9 TEACHERS: Geronimo E. Handog Jr.

Quarter/ UNIT TOPIC: CONTENT PERFOR PRIORITIZED ASSESSMENT ACTIVITIES RESOURCES INSTITUTIONAL
Month CONTENT STANDARD MANCE COMPETENCIES CORE VALUES
STANDARD OR
SKILLS/AMT
LEARNING
GOALS
School- Home-Based
Based
ACQUISITION
A.6.1. Make A.6.1. Multiple A.6.1. A.6.1. Online • Online Excellence
2nd 6. TEXT The learner The learner connections Choice Choosing Exercise Web
Quarter/December CONNECTI demonstrates proficiently between texts to the Resources
ONS understanding plays an particular social appropriate • Book
of how Anglo- active part issues, concerns, connection Source
American in a or dispositions in of text to
literature and Chamber real life. social
other text types Theatre issues and
serve as means presentation concerns.
7. VUCA of valuing other through MEANING MAKING
2nd
Quarter/January WORLD people; also employing A.7. Analyze A.7. Text A.7. A.7. Jam board • Online Critical Thinking
how to use effective literature as a Interpretation Critique Web
processing verbal and means of Writing of Resources
information non- verbal understanding literature • Book
strategies, strategies unchanging using Source
different forms based on values in VUCA
of adverbs and the the VUCA World.
conditionals for following (volatile,
him/her to play criteria: uncertain,
an active part in Focus, complex,
a Chamber Voice, ambiguous) world
Theatre Delivery, TRANSFER
presentation. Facial A.6.2. Utilize the A.6.2 Reading A.6.2. A.6.2. Google • Online Comprehensive
 Expressions, text connection in Comprehension Creating Docs/Worksheet Web
Style and identifying the portfolio Resources
Essential Body issues and about text • Book
Question Movements concerns of the and its Source
or Gestures. society. connection
*What is Text to social
Connection in issues and
English? concerns.

Enduring
Understanding

* Text
Connection is
when you
compare
something in a
book (text) to
something in
the world,
something from
your memories,
or something
from another
book.

the 3 text
connections are
as follows:

1) text to text
(comparing to a
book)
2) text to self
(comparing to a
memory of
yourself or
family, friends,
etc.

3) text to world
(comparing to
things that has
happened in the
world)
 SUBJECT: English QUARTER: Third
GRADE LEVEL: 9 TEACHER: Geronimo E. Handog Jr.

Quarter/ UNIT TOPIC: CONTENT PERFOR PRIORITIZED ASSESSMENT ACTIVITIES RESOURCES INSTITUTIONAL
Month CONTENT STANDARD MANCE COMPETENCIES CORE VALUES
STANDARD OR
SKILLS/AMT
LEARNING
GOALS
School- Home-Based
Based
ACQUISITION
A.8. Differentiate A.8. Multiple A.8. A.8. Online • Online Excellence
3rd 8. BIASES AND The learner The learner biases from Choice Identifying Exercise Web
Quarter/ PREJUDICES demonstrates skillfully prejudices whether Resources
March understanding of performs in the given • Book
9. RELEVANCE how Anglo-American one-act play statements Source
AND literature and other through falls under
TRUTHFULNES text types serve as utilizing biases or
S OF IDEAS means of connecting effective prejudice.
PRESENTED to the world; also verbal and MEANING MAKING
how to use ways of non-verbal A.9. Determine A.9. Essay A.9. A.9. Jam board • Online Critical Thinking
3rd 10. VALIDITY OF analysing one-act strategies the relevance and Writing Composing Web
Quarter/ THE play and different and ICT the truthfulness of Essay Resources
April EVIDENCES forms of verbals for resources of the ideas proving the • Book
him/her to skilfully based on presented in the truthfulness Source
perform in a one-act the following material viewed. and
play. criteria: relevance
Focus, of ideas
Voice, presented
Delivery, in the
Essential Question and material
Dramatic viewed.
*How do we validate TRANSFER
eveidences? Conventions. A.10. Judge the A.10. A.10. A.10. Google • Online Comprehensive
validity of the Performance Creating a Docs/Worksheet Web
evidence listened Task compilation Resources
Enduring to of evidence • Book
Understanding to be Source
validated.
* We evaluate
evidences by
answering the
following questions:

1. Who/what is
the source of
the evidence?
2. Is the
evidence
found in a
primary or
secondary
source?
3. How does the
evidence
from one
source
compare and
contrast with
the evidence
from another
source?
4. How current
is the
evidence?
5. Is the
evidence
specific to the
 reasons for
which it is
being
provided, and
does it
ultimately
support the
claim?
6. Why is the
evidence
important to
the
argument?
7. What does
the evidence
perhaps
suggest, but
not explicitly
show?
8. What is
interesting
about the
evidence that
will make it
catch the
attention of
the reader
and be
memorable?
 SUBJECT: English QUARTER: Forth
GRADE LEVEL: 9 TEACHER: Geronimo E. Handog Jr.

Quarter/ UNIT TOPIC: CONTENT PERFOR PRIORITIZED ASSESSMENT ACTIVITIES RESOURCES INSTITUTIONAL
Month CONTENT STANDARD MANCE COMPETENCIES CORE VALUES
STANDARD OR
SKILLS/AMT
LEARNING
GOALS
Home-Based School-Based

ACQUISITION
4th 11. LAY VALUE The learner The learner A.11.1. Identify A.11.1. A.11.1. Identifying A.11.1.Online • Online Excellence
Quarter/ JUDGMENT ON demonstrates competently the lay value Multiple Choice the correct answer Exercise Web
May CRITICAL understanding performs in judgment on to the given Resources
ISSUES of how Anglo- a full- length critical issues statement/question. • Book
American play through using sound Source
literature and applying analysis.
other text types effective MEANING MAKING
serve as means verbal and A.11.2. React to A.11.2. Short A.11.2. Composing A.11.2. Jam • Online Critical Thinking
of preserving non-verbal lay value Paragraph of React Essay to board Web
unchanging strategies judgment on lay value judgment Resources
values in a and ICT critical issues that on critical issues • Book
changing world; resources demand sound that demand sound Source
also how to use based on analysis and call analysis and call for
the features of a the following for prompt prompt actions.
4th 12. RELEVANCE full-length play, criteria: actions.
Quarter/ AND tense Focus, TRANSFER
June TRUTHFULNES consistency, Voice, A.12. Judge the A.12. A.12. Performing a A.12. Google • Online Comprehensive
S OF IDEAS modals, active Delivery and relevance and Performance literature analysis. Docs/Worksheet Web
PRESENTED and passive Dramatic worth of ideas, Task Resources
constructions Conventions. soundness of • Book
plus direct and author’s Source
indirect speech reasoning, and
to enable the effectiveness
him/her of the
competently presentation
performs in a
full-length play.

Essential
Question

*How should we
react on lay
value judgment
on Critical
Issues?

Enduring
Understanding

* Lay value
judgement on
critical issues
demands
analysis and
calls for prompt
actions, is
extremely
important and
 valuable. So,
one must
evaluate
objectively.

Prepared By: Approved By:

GERONIMO E. HANDOG JR., LPT NANCY A. GUNAYON, LPT, MAEd, PhD

Subject Teacher School Principal