Walking Through Grade 9 English Learning Module 1.

Walking Through Grade 9 English

Learning Module 1

Session Objectives

DEPARTMENT OF EDUCATION

In this learning session, the participants should be able to:

2. discuss difficulties / concerns related to the teaching of Grade 9 English and give recommendations

1. gain clearer understanding of the contents and processes in teaching Grade 9 English



1. Choose a facilitator and a rapporteur.

2. Examine the contents of the Leaner’s Material (LM) and Teacher’s Guide (TG). Copy the Learner’s Material Matrix in a manila paper, and fill it out with entries called for.

GROUP ACTIVITY


Learner’s Material Matrix

Module Theme Lesson No. & Sub-Theme

Grammar/Language

Focus

Enabling Activities

Culminating Activity FINDINGS RECOMMEND-

ATIONS


Write your group’s findings and recommendations on how the LM and TG carried out the language learning processes specifically on:a.spiral progression d. learner-centerednessb.interaction e. contextualizationc.integration f. construction

ANALYSIS


On the Activity

1.What discoveries have you come up with after doing the activity?

On the Topics / Competencies

1.What topics/competencies do you think will the teachers find difficult to teach? Why?

On the Groups’ Outputs

1.What are the points of agreement and disagreement?2.What are the common discoveries you’ve made?

On Maximizing the LM & TG

1.What other concerns regarding the LM and TG have been surfaced after the activity?

Understanding the Connection among the Curriculum Framework (CuF),

Conceptual Framework (CF), Curriculum Guide (CG), Learner’s

Material (LM) and Teacher’s Guide (TG)

Connection among CuF, CF, CG, LM & TG


English Grade 9

Learning Competencies

Your Journey

Your Initial Task

Your Text

Your Discovery Task

Your Final Task

My Treasure

Your Objectives

Culminating Activity

Enabling Activities

The K to 12

Philippine Basic

Education Curriculu

m Framewor

k

LANGUAGE A S S E S S M E N

T

ENGLISH CONCEPTUAL FRAMEWORK

ContentStandard

PerformanceStandard

HolisticFilipino Learner/

Child

ANALYSIS


Assessment can be done in various ways to address different abilities, interests and motivation of learners and is built into instructional process;

moves from judgmental to developmental.( self-assessment, reflective, informal, diagnostic, formative, peer assessment and portfolio assessment) generates input to inform and guide

“Continuous Assessment ( CA) is an on going, informal assessment and evaluation ( process of making a judgment of a product, a response and a

performance based on criteria ) combined.” -- McTighe and Ferrara ( 1994)

ANALYSIS


Continuous assessment effectively demonstrates and reflects the actual learning in the classroom. It is a process of gathering and integrating information

“affirms high-order, creative and critical thinking; and because it embraces not only cognitive outcomes but behavioral and affective outcomes as well.” ----Carol A. Puhl

ANALYSIS


- directs instructional attention- authentic, real-life tasks- holistic and heavy on critical thinking and integration - multi-dimensional - typically done in a range of tasks - provide feedback/ comments(from peers, teachers) that happens during the process while there is still time to change and feedback happens quickly- learners , parents are invited to help assess

Connection among CuF, CF, CG, LM & TG


The Learning Standards and Learning Competencies

Performance Standard

Content Standard

Learning Competencies

Reading Comprehension

Listening Comprehension

Viewing Comprehension

Vocabulary Development

LiteratureWriting &

Composition

Oral Language &

Fluency

Grammar Awareness

The Grade 9 Learning Standards(Module 1)

The Learning Standards


English Grade 9

Program Standard (Kinder to Grade 12):

The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper appreciation of Philippine Culture and those of other countries.

The learner demonstrates communicative competence through his/her understanding of British-American Literature, including Philippine Literature and other text types for a deeper appreciation of Philippine Culture and those of other countries.

Grade Level Standard:



English Grade 9 – Module 1

Answer the Unpacking CS/PS Worksheet.



English Grade 9 – Module ___

Content Standard:• answers the

question: What should students know (knowledge) and do (skills)?

• shares the most important and enduring ideas, issues, principles, skills and habits of mind

• expresses the desired results

Performance Standard:

• answers the question: How well must students do their work?

• presents product or performance as evidence of learning or attainment of content standard

• adds value to what students learned

• demonstrates conceptual understanding of content and skill acquisition

• represents real life, authentic task

• encompasses the standard




Content Standard:

The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of enhancing the self; also how to use processing, assessing, summarizing information, word derivation and formation strategies, appropriate word order, punctuation marks and interjections to enable him/her to participate actively in a speech choir.

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.

Performance Standard:




Content Standard – Key Concepts

Appropriate word order

ENHANCING THE SELF

Anglo-American literature

other text

types

Processing, assessing,

summarizing information

Word derivation

and formation strategies

Punctuation marks

Interjections

Participate actively in a Speech

Choir




Performance Standard – Key Concepts

SPEECH CHOIR

Verbal & Non-

verbal Strategie

sVoic

e

Focus

Facial Expressions

Body Movements/

Gestures

Delivery

Audience Contact

activeparticipation in a

The Grade 9 Learning Competencies

(Module 1)

The Learning Competencies (LCs)


English Grade 9 – Module 1: Lesson 1RC

ReadingComprehensio

n

LCListening

Comprehension

VCViewing

Comprehension

VVocabularyDevelopme

nt

LTLiterature

WCWriting andCompositio

n

FOral Language

andFluency

GGrammar Awareness

EN9RC-Ia-16:Share prior knowledge about a text topic

EN9LC-Ia-8:Process information mentioned in the text listened toEN9LC-Ia-3.6:Perform a task by following instructions

EN9VC-Ia-3.8:Infer thoughts, feelings, and intentions in the material viewed

EN9V-Ia-1:Provide words or expressions appropriate for a given situation

EN9LT-Ia-14:Analyze literature as a means of discovering the selfEN9LT-Ia-14.1: Identify the distinguishing features of notable Anglo-American lyric poetry, songs, poems, sermons, and allegories

EN9WC-Ia-8: Distinguish between and among informative, journalistic, and literary writing.

EN9OL-Ia-1.15:Use the appropriate segmentals (sounds of English) and the suprasegmentals or prosodic features of speech when delivering lines of poetry and prose in a speech choir, jazz chants and raps.

EN9G-Ia-1.6/1.7:Use appropriate punctuation marks and capitalization to convey meaning

Refer to your copy of the Curriculum Guide for a complete list of the LCs.What have you observed on the list of LCs? What does it mean?




1. The Learning Competencies (LCs) are coded. This was initiated in order to identify learning competencies that are connected and exhibited spiral progression (from Kinder to Grade 10). These LCs bear the same code number. This is also connected to the creation of the LRMDS or Learning Resources Management and Development System.

You should notice that:

EN9RC-Ia-16: Share prior knowledge about a text topic



EN9RC-Ia-16: Competency

Subject Grade Level Domain Quarter Week Competency

English Grade 7Grade 8Grade 9Grade 10

Reading ComprehensionListening ComprehensionViewing ComprehensionVocabulary DevelopmentLiteratureWriting CompositionOral Language and FluencyGrammar Awareness

IIIIIIIV

abcdefghij

122.12.1.1(sample)

Subject Grade Level

Domain

Quarter

Week




2. There are deliberate iteration of LCs. Iteration of learning competencies was done to give teachers ample time to tackle the LCs and also to develop mastery among the learners. Spiral progression was taken into account in the iteration by identifying a focus on a particular segment of the LC and/or by the use of the sub-competencies, for a suggested time period.


EN9WC-Ia-8: Distinguish between and among informative, journalistic, and literary writing (Lesson 1 – Week 1)

EN9WC-Ib-8: Distinguish between and among informative, journalistic, and literary writing (Lesson 2 – Week 2)




3. The Learning Competencies (LCs) are distributed within a nine-week period. The 10th week of the quarter is reserved for the periodical tests and for some interruptions in the school days (e.g. typhoon, regular holidays, etc.).

(Refer to your copy of the Curriculum Guide)


The Grade 9 Learner’s Material (LM) & Teacher’s

Guide (TG)(Module 1)

Parts of the Learner’s Material (LM) and Teacher’s Guide (TG)



Answer the LM and TG Identification Worksheet.

Parts of the Learner’s Material (LM)


LEARNER’S MATERIAL

Your Journey

gives a bird’s eye view of what learners should discover, learn, and develop in the lesson

My Treasure

will enable learners to express their insights, learnings, and realizations on the lesson. This part contains prompts and other graphic organizers that will help learners to synthesize what they have learned

Your Objective

s

states the concepts and skills learners need to develop as well as the contents of the lesson they will encounter

Your Initial Tasks

introduces tasks that will hook learners’ interest in the lesson and prepare them for higher level tasks

Your Text

contains the main reading material learners will read and analyze; this also contains vocabulary development tasks necessary for text understanding and grammar integration

Your Discovery

Tasks

includes tasks that will prompt learners to have discussions beyond the context of the main reading material. It also includes other activities for expansion of understanding, and enabling activities for the final task

Your Final

Task/s

has the culminating task/s for the week and could serve as enabling task for the main product/performance at the end of each module. The tasks included in this part are essential for learners’ development and are based on real life situations

Parts of the Teacher’s Guide (TG)


TEACHER’S GUIDE

Overview of Content

& Objectives

contains the target concepts and the skills to be developed

Assessment Plan

states the types of assessment for the lesson

Resources

contains the list of materials and equipment needed for the lesson

Activities

presents the description and ways to process the tasks

How LM is Crafted


• Theme is literature - based

• Sub – themes are broken down from main theme

• Learning competencies address the macro skills and multi - intelligences

• Progression of activities is from simple to complex

• Enabling activities are prerequisites to the Culminating Activity

• Culminating activity (product/performance) addresses the Performance Standard

• Development of skills progresses from the self and radiated to others and the community

• Grammar/language is functional

Learner’s Material Matrix


English Grade 9 LM – Module 1

Module 1 Theme

Lesson & Sub Theme

Grammar/Language Focus

Enabling Activities

Culminating Activity

Enhancing the Self

Lesson 1: Recognizing Roles in Life

Lesson 1: Using Capitalization and Punctuation Marks

Lesson 1: Community Services Brochure

Perform in a Speech Choir

Presentation

Lesson 2: Maximizing my Strength

Lesson 2: Using Colon and Semi Colon

Lesson 2: Perform a Rap

Lesson 3: Leaving a Legacy

Lesson 3: Using Dashes

Lesson 3: Perform a Choral Recital

Lesson 4: Coping with Challenges

Lesson 4: Using Contractions

Lesson 4: Info-Ad Campaign on Positive ways to cope with challenges

Lesson 5: Living with a Purpose

Lesson 5: Using Quotation Marks

Lesson 5: Poetry Reading

Lesson 6: Celebrating Self-worth

Lesson 6: Using Ellipses

The Learner’s Material (LM)


Your Journey

Module 1 Enhancing the SelfLesson 1____________________________________________________________________________________________________

RECOGNIZING ROLES IN LIFE

YOUR JOURNEY

You, like others, have important roles to play that make you interested in shaping yourself to become a healthy and developed young adult. Learning how to recognize and to perform your roles effectively is a good indicator that you’re a responsible individual using even your past experiences to make difference in your life. This can enhance your understanding of the world. Somehow you have to continue finding out what it is that fits you. So whatever it is that you do of significance, willingly and graciously, you have to prove to yourself and to others that you can excel. Try your best. Concentrate on ways to perform well. You’ll surely feel better if you do.

In this lesson, you will find a poem, an informative article and tasks/activities that will build your understanding of the value of recognizing and performing roles in life, at the same time, develop your listening, speaking, reading, writing, viewing, grammar and literary skills. Hopefully, this can be demonstrated through a Community Services Brochure.

Introduction, statement

about the sub-theme

Overview of the lesson



Your Objectives

YOUR OBJECTIVES

Charting the courses of your journey in this lesson, you are expected to:

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

Be reminded that your expected output is a well-prepared Community Services Brochure and the criteria for assessment will be: Focus, Content, Organization, Visuals, Clarity and Language Mechanics.

• are taken from the Curriculum Guide (CG)

• address the enabling knowledge and skills to develop/achieve the desired content and performance standard

• clarify expectations in terms of what students should know, understand

• clarify expectations in terms of what students should be able to do, produce/perform as evidence of transfer of learning

• criteria for assessment



Your Initial Tasks

YOUR INITIAL TASKS

Task 1 Three Minutes Letter Search Riddle Game (EN9RC-Ia-16)

Task 2 All for the BEST (EN9LC-Ia-8)

Task 3 INSPIRATIONS (EN9RC-Ia-16)

Task 4 EFFECTIVE? PARTIALLY…INEFFECTIVE? (EN9LC-Ia-3.6)

Task 5 LOOKING BACK (EN9RC-Ia-16)

Task 6 FOCUS QUESTIONS (EN9RC-Ia-16)

Task 7 What do I expect/need/hope to learn? (EN9RC-Ia-16)

(Refer to your copy of the LM for full text of this part)

• diagnose and activate prior knowledge

• hook and engage learner’s interest

• ask questions; encourage student questions; welcome tentative responses as guide to further exploration

• clarify expectations and how learning shall be assessed



Your TextYOUR TEXT

Task 8 Ten Minutes IMAGE Talk (EN9VC-Ia-3.8)Task 9 For SIGNIFICANT HUMAN EXPERIENCES (EN9OL-Ia-1.15)Task 10 SGDW (EN9LT-Ia-14.1)

•Looking for Rhymes (EN9LT-Ia-14.1)•The Best CLUE (EN9LT-Ia-14.1)•A2 & C (EN9LT-Ia-14.1)•IMAGERY (EN9LT-Ia-14.1)•WORD Bank (EN9V-Ia-1)•Meaningful Encounter (EN9LT-Ia-14)•Connect to Life (EN9LT-Ia-14)

Task 11 On Using Expressions Appropriate to Situations (EN9V-Ia-1)Task 12 On Using Capitalization and Punctuation Marks (EN9G & EN9WC)

•Connect (EN9G-Ia-1.6/1.7)•Sensible Role Plan (EN9WC-Ia-8)

• Make sense of information, develop, reflect, rethink, validate ,and revise understandings of the lesson

• Check for understanding; provide feedback; check against content standard (content to content)

• Assess student’s skills (checking learner’s learning progress and interest)

• Ask questions that will enable the students to construct their own meanings/understandings

• Provide a variety of learning resources




Your Discovery Tasks

YOUR DISCOVERY TASKS

Task 12 INVOLVEMENT

Task 13 Give me Eight

•Yes, it’s Simple, but it’s Too Good To Miss•Fan Letter to a Role Model•PERSONAL HEROES•Leading Light•Poetic Music Video•Dance Duo•Roles and Concerns•High/Low Points

• enrich understanding• ask provocative questions

• provide a variety of learning resources and differentiated activities/learning experiences in similar contexts to further validate student understanding

• express understanding

• provide feedback; check against content standard (content to context)

• check student readiness (ASSESSMENT AS – question, checklist, etc.)




Your Final Tasks

YOUR FINAL TASKS

As evidence of your understanding and learning the target concepts and enhancing the target skills, you have to try your hand on your major output for this lesson, and that is, Community Services Brochure and the criteria for assessment will be: Focus, Content, Organization, Supports, Visuals, Clarity and Language Mechanics. You will do this by groups.

•Form five big groups, and perform your assigned tasks.Here are some ideas for the preparation and presentation of a

Community Services Brochure, Look them over before you plunge into it. Keep these points in mind as you go through the process.

You probably know of clubs, organizations, centers or even key persons offering services in your barangay/community. Consider them as those who have performed extraordinary roles in life.•Scout for and present sample brochures.•Bear in mind that a brochure like a letter, report, speech, review, instruction pamphlet and any other form of informative writing presents factual information and details.


• presents the culminating task/s for the lesson

• serves as enabling task for the main product/ performance at the end of each module

• includes tasks that are essential for learners’ development

• is based on real life situations

• GRASPS-based assessment criteria



My Treasure

MY TREASURE

Clearly, you’ve actively engaged in various tasks that helped you improve your understanding of the target concepts, at the same time, develop your language communication and literary skills.

Your Community Services Brochure informing the public on the services available in your community serves as a major proof/evidence of your understanding of concepts and skills.

To further prove your successful and exciting learning experiences that you obviously enjoyed learning, it is just but fitting that you think back and focus on the following essential points.

Which task / activity have you•enjoyed? ______________________________________________________•found helpful? __________________________________________________•would like to work on further? ______________________________________

____________________________________________________________


• provides opportunity for reflection of learning

• valuing

The Teacher’s Guide (TG)



• purpose of the activity

TGs are based on your LMs. They contain:

• pre and post tests

• resources/materials

• sets of instructions

• processing questions

• alternative activities

• alternative readings

• connection between one activity to the next

Point of Clarifications

LM and TG


On the Tasks / Activities

• begin where students are, not where the content is

• highly modifiable, but no deviation from enabling activities and CA

• consider contextualization, localization, and differentiated instruction

• the learning package is NON-CONSUMABLE

On the Usage of the Learning Package

• existing materials developed by DepEd can still be used vis-à-vis the Learning Package for English Grade 9

LM and TG


On Assessment

• CA = PS – non negotiable

• embedded in the tasks / activities

• not to be recorded (formative, diagnostic)

• to be recorded (if ASSESSMENT OF LEARNING – summative)

• varied (product / performance)

LM and TG


Teacher’s Guide

• no key to corrections for varied answers

• reminders/tips about the topics

• contains directions for each activity

• alternative materials for listening and viewing

• key to corrections for summative assessment

How to Use the Learning Package



Leaner’s Material (LM)

• ideally Your Initial Tasks (KNOW) = Day 1, Your Text (PROCESS) = Day 2 & 3, Your Discovery Tasks (UNDERSTAND) = Day 4, Your Final Task ( TRANSFER) = Day 5&6

• ideally 1 lesson = 6 days; extend if necessary

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



Leaner’s Material (LM)

• Day 5 & 6 = evaluative/summative assessment (assessment of / as learning) real life application of understanding as evidenced by the learner’s (independent) performance of authentic tasks

• Day 2,3,4 = Formative/developmental assessments (assessment for and assessment as learning) on the substantive content, big ideas, concepts and understanding, operations on facts and information to construct meaning

the results are recorded and use for improving learning or changing, modifying strategies or learning activities that have not been effective

Pre-AssessCheck for Learning

TeachCheck for Learning

TeachCheck for Learning

Assess LearningGrade

Move on

Move on

Enrich/ Move on

Mov

e on

to th

e ne

w

less

onDay

1

Day2-3

Day4

Day5-6



Reflection and Application


As a trainer / teacher, how will you maximize the use of LMs and TGs?

As a trainer how will you address the problem?

1. With the same learning groups, answer the questions by preparing guidelines on optimizing the use of LMs and TGs.

2. Post and present your group’s answer.

Questions to Ponder:


“The field is wide open to:

provide objective feedback on instruction,

diagnose and solve instructional problems,

develop strategies to promote more effective

instructions and

develop a positive attitude toward continuous professional

development - continuous search for better ways of teaching;

thereby improve teachers and students performance where

possibilities are endless.”

Fredrick L. Stroller and Caroll Covell Newton


Let’s call it a day…

Thank you!

Walking Through Grade 9 English Learning Module 1.

Documents

english slide

tg slide

group activity slide

puhl slide

construction slide

learners material lm

informal assessment

english learning module