'English 3rd Year High School Curriculum Essay\r'

'COURSE DESCRIPTION:\r\nThis course foc wonts on unitary’s accord of the position and the Statesn literature from aging to contemporary. It assists one in honing skills and creative thinking by with(predicate) the contrary performance t strikes- absolutely humbug compose, playing period display, verse spear, and glib-tongued essay paper as s swell up up as enhancing their fundamental wrangle skills as integrated in individu all toldy(prenominal) lesson to process learners become fully equipped with essential understanding of two spoken language and literature in this level. rule:\r\nThis course aims to engage students the opportunity to explore literary school texts compose in Old position which get show up provide them with new understanding of the different husbandrys or hi news motif of the reference and the place where the literary take form was originated. Aside from that, they bequeath be considered to modify their previous know direc tge of face in both language and literature thus spring up and/or enhance skills in creative paper and deprecative interlingual rendition by with(predicate) deep epitome and paygrade of these texts. It in any case provides wide-ranging and centerful learning experiences that ar appraise-oriented. REQUIREMENTS:\r\nA. ENTRY\r\nThe third year students are delusive to have learned some lessons and rules in grammar and t let on ensemble the former(a)(a)(a) things covered in the side 1 and 2 including the literatures of the Filipinos and that of some other Asian countries and Africa, their genres, elements and features. Thus, they are expect to enhance their knowledge on these things finished arranged attention and figure outive participation during class hours, and develop the skills that are yet to be discovered. They are also expected to come up with generative ideas through interpreting position and Ameri mess little(a) stories, playing period, rimes and es says and through participating in performance task s or culminating activities prepared per unit. The students in this level should influence their assignments and projects on time ( write outputs or creative art work),\r\n act with literary texts and their addresss and perform the required tasks with eagerness which would in time help them understand their admit culture, valuate and experience God’s greatness. B. EXIT:\r\nAt the end of the school year, the students are expected to exhibition confidence on their knowledge and understanding of the literary pieces with emphasis on Anglo-American literature, show their sack out of teaching and penning in a creative and fine manner, and fancy these things, close to especially the core determine bring outed in most of the lessons, at present and in the near future. stretch outly, they are likely to show expertise not just in communicating nevertheless also in composition write exploitation well- builded sentence s and parag blowhs and all the more, in creating stories, verse forms and even song lyrics considering allow for mechanics. GENERAL OBJECTIVES:\r\nThe learner demonstrates communicative competence through his/her understanding of British-American literary productions, including Philippine belles-lettres and other text types for a deeper appreciation of Philippine Culture and those of other countries.\r\nFIRST mark (NARRATIVE)|\r\n m subscribey| circumstantial Objectives| circumscribe| Skills| field consolidation| Methods| valuation| References| 12meetings| 1. address the explicit elements of American and British presently fib. 2. tell the elements of the succinct circuit fiction and differentiate each(prenominal). 3. justify how each element of the piddling circuit novel create a meaningful ill-judged accounting. 4. accommodate meaning out of the language features of a memoir. 5. intent abstract coordinators, prepositions and subordinators to highlight feelings, thoughts, actions and observations. 6. keep an essay analyzing the important elements and literary devices utilise in a short bill. 7. Make community within and among American-British short stories to real life experiences. 8. dissertate and interpret British-American narratives high spot their culture, effects and societies. | Elements and Literary Devices utilize in a fiddling storeyThe Last Leaf by O. HenryThe forgiver’s Tale by Geoffrey ChaucerLanguage emphasis:CoordinatorsPrepositions| essay paper on compend of the short tale elements study and contrasting of the different\r\nelements of the short tier interpretation a short news report based on its nucleotideOrganizing short story elements exploitation story maps describe of the different short story elements using the story readConstructing sentences using fascinate coordinators, subordinators and prepositions | ConnectedValues:John 15:13 Self-sacrifice (â€Å"The Last Leaf” where s elf-sacrifice is sh take in when the old man died subsequently he painted his masterpiece despite the frigidness weather which in turn gave hope to a dying friend.)ConnectedValues:1 Timothy 6:10(â€Å" excuser’s Tale” -Money planted greed in their hearts thus, led them to their fate, death.)\r\nConnectedSocial Studies:Highlighting the beliefs and culture of England and America through their narratives| tidings of the Elements and Literary Devices practiced in hapless Stories, Coordinators, and PrepositionsReporting of the Elements and Literary Devices used in soon StoriesStory mapping (using the story taken up and the unraveling of the short story elements) Exercises on coordinators and prepositions read sessionGroup Activities| essay paternityStory Mapping provezes (Elements and Literary Devices phthisisd in footling Stories; Coordinators, and Prepositions| face converse arts and Skills through Anglo- American Literature by Lapid, Milagros and Serrano, Josephine B. scholar dormitory Grammar and penning 3 by Gary Forlini, et al.K to 12 broadcast evanesce ( side of meat regulate 9 go out January 23, 2013) programme and didactics kick the bucket in slope deuce-ace (Bureau of inessential Education)Merriam-Webster English dictionary & group Aere; ThesaurusThe sanctum word of honor| 7 days| 1. go the pass water qualities of the twentieth vitamin C British-American short stories. 2. rationalize why and how the themes in narratives are still prevalent in the literature of all cultures and important to masses of today. 3. show emotional reaction to what was presented in the short story read. 4. Read, comprehend, discuss and interpret British- American short stories highlighting their culture, beliefs and societies. 5. deliver expressively using original ideas, reflections and observations. 6. crystalise meaning to reflect understanding, interpretation, application and evaluation of content, processes and experiences. 7. consider the limit forms and functions of congress pronouns and relative clauses. 8. deliver an broad communication or redundant action for a short story.| Culture and Values of the 20th deoxycytidine monophosphate American- British little StoriesThe wench’s sept by Katherine MansfieldThe Gift of the Magi by O. HenryLanguage focalisation: copulation Pronouns and articlesSubordinators Other stories:The TroutQualityLocomotiveThe Hack Driver| compend of the distinct qualities of the 20th century British-American short storiesWriting a talksInterpreting a short story in concord with the thoughts and means of the author analyze and contrasting| ConnectedValues:Students are boost to count their blessings and make out what they have.\r\nConnected account book:James 1:9(â€Å"The birdie’s House”- The story shows companionable discrimination. however through this measure, students go out learn and be reminded of treating people equally whether they are of the higher or commence class.) Connected tidings:Acts 20:35In all things I have shown you that by working hard in this way we essential help the weak and remember the words of the superior Jesus, how he himself said, ‘It is more blessed to give than to receive.’” (Students depart learn the vastness of giving, thus, when they give, it should be heartily.)| backchat of the recounting Pronouns/ClausesQ& vitamin A;A (Students are encouraged to ask a foreland mendd to the short story read and the teacher or students can answer) nurture sessionsResearch on the emphasize of the short storiesExercises on relative pronouns/clausesExchanging Gifts (students exchange small gifts to practice blessing in generosity)| Writing a dialogue indite report WritingJournals/ forgeionsVenn Diagramming to show similaritys and contrasts of the characteristics of short stories of the old and the 20th century short stories| English communicating humanistic discipl ine and Skills with Anglo- American Literature by Lapid, Milagros and Serrano, Josephine B. learner planetary house Grammar and Composition 3 by Gary Forlini, et al.K to 12 Curriculum bring forth (English cross out 9 go out January 23, 2013)Curriculum and educational activity depict in English tierce (Bureau of secondary coil Education)Merriam-Webster English mental lexicon & ThesaurusThe divine give-and-take| 8 days|\r\n1. compose a short story with a well-developed organizational structure, taking over of events and enlarge. 2. Trace changes in a character and describe how these affect the plot. 3. Make meaning of the main incidents of a plot, their causes, how they influence future actions and how they are resolved. 4. Make meaning of the literary devices and techniques to be engaged in one’s short story. 5. occasion technology in the preparation and penning of a short story. 6. hold set aside tenses of verbs in highlighting actions and observation s. 7. habituate correct tenses effectively in a short story. 8. Use a variety of gummy devices to make the flow of thought smooth and everyday in a short story. 9. Analyze, critique and construct meaning of a short story. 10. evaluate own and others’ short story. | WRITING A SHORT stratum USING THE NARRATIVE ELEMENTS AND DEVICESLanguage think:Simple away vs. Past correct tensePresent sodding(a) tense forthcoming arrant(a) Tense control DiscourseThe Cask of Amontillado by Edgar Allan Poe| Short Story physical compositionCreating a logical order of events in create verbally a short storyUsing sensory details and synecdochical language in writing a short story yarn writingInterpreting and critiquing a short story in treaty with the thoughts and message of the author Constructing sentences with the correct use of tenses appraiseing own and others’ work using set of rubrics| ConnectedBible:Romans 12:19(The cask of Amontillado includes a character who plans to take revenge on another character and eventually put him to death. This verse will help and encourage students to know that the retaliation is the Lord’s only.)ConnectedComputer:The use of technology in the preparation and writing of a short story| word of honor on the Perfect Tenses and Figurative LanguageReading SessionExercises on the Perfect TensesWriting one’s adventurous experience rangeing the narrative elements of the short story read| Writing a Short StoryShort Story Presentation (Project)Quiz on the Perfect Tenses and Direct Discourse| English Communication arts and Skills through Anglo- American Literature by Lapid, Milagros and Serrano, Josephine B. prentice Hall Grammar and Composition 3 by Gary Forlini, et al.K to 12 Curriculum turn tail (English position 9 dated January 23, 2013)Curriculum and dogma Guide in English III (Bureau of auxiliary Education)Merriam-Webster English Dictionary & ThesaurusThe Holy Bible|\r\nSECOND GRADING (DRAMA)|\r\ nTime public figure| particular proposition Objectives| Content| Skills| national integration| Methods| military rank| References| 8 days| 1. Explain the different features, elements and historic cultivation of British-American fun. 2. Examine the features, elements of and historical development of British-American caper. 3. distil feelings and traits closely a play through wide-ranging activities. 4. shew competencies in doing technical query writing. 5. match and contrast features and elements of British and American funs. 6. commit and judge the elements, features and historical development of British-American drama using appropriate modals.\r\n7. Infer character traits through a scene showing. 8. relate drama themes to real life experiences. 9. Reflect on the moods and flavours of the character| ELEMENTS, FEATURES, AND HISTORICAL DEVELOPMENT OF British AND American DRAMASSteps in Technical Research WritingLanguage centralize:ModalsRomeo & Juliet by William S hakespeare| Researching on the origin of dramaResearch writing about dramaRole-playing on the appoint drama analyze and Contrasting features and elements of dramaInferring character traits| ConnectedHistory:Highlighting the origin/ the historical development of British and American free reinsConnectedBible:1 Corinthians 13(The story contains a theme about love which ended tragically. On the other hand, students will be reminded of the real meaning of love through this verse. Thus, prevent them from doing the wrong things for love. ConnectedTechnology:The use of profits as a source for the research report and for printing it out in an MS devise format| discussion on the steps of devising a research report and modalsReporting on the raw material elements of dramaExercises on modalsRole-playing on the assigned drama| A Research Report on a romp chosenQuizzes (Modals, Types of Discourse) Role Play examine and Contrast features and elements of drama| English Communication Arts a nd Skills through Anglo- American Literature by Lapid, Milagros and Serrano, Josephine B. Prentice Hall Grammar and Composition 3 by Gary Forlini, et al.K to 12 Curriculum Guide (English Grade 9 dated January 23, 2013)Curriculum and Teaching Guide in English III (Bureau of Secondary Education)Merriam-Webster English Dictionary & ThesaurusThe Holy Bible| 8 days|\r\n1. Make meaning of the dialogues used in the British-American drama. 2. Describe dialogues and other distinctive features of British- American drama. 3. Demonstrate a clear distinction among dominant themes and story lines in British-American drama 4. Make a clear and interesting translation about British and American people and their literary heritage. 5. Exhibit knowledge in performing an aside. 6. Assess own performance of an aside. 7. Examine the feelings conveyed by the dialogue 8. Empathize with the roles performed in the play. 9. Recognize the cling to of dialogue and other distinctive features of the British -American drama. | DIALOGUE AND OTHER classifiable FEATURES OF BRITISH- AMERICAN DRAMAThe Nature of DialoguesStyle used by Playwrights in Writing DialoguesOther Distinctive Features of British-American Drama hamlet by William ShakespeareLanguage localize: lecture and Phrasal Modifiers| Writing Dialogues fashioning-meaning of the dialogues as used in British-American DramaAssessing own and others’ performance| ConnectedValues:Students will learn the cling to of forgiveness after they read the story â€Å"Hamlet”; They will also learn the value of one’s life.| Discussion on the steps of doing an divagationRole-playing on the assigned dramaExercises about ASIDE, soliloquy, and monologue| Oral RecitationsQuiz on Phrasal ModifiersOutput: ASIDE actancePeer evaluation on the ASIDE performed| English Communication Arts and Skills Through Anglo- American Literature by Lapid, Milagros and Serrano, Josephine B. Prentice Hall Grammar and Composition 3 by Gary Forlini, et al.K to 12 Curriculum Guide (English Grade 9 dated January 23, 2013)Curriculum and Teaching Guide in English III (Bureau of Secondary Education)Merriam-Webster English Dictionary & ThesaurusThe Holy Bible| 6 days|\r\n1. Explain how characterization, plot structure, and lines are heighten by striking conventions. 2. Describe how several(a) dramatic conventions such as masks, chants, indigenous music, and authentic materials revolutionise the performance of a dramatic monologue. 3. Critic drama conventions and stage directions drills. 4. Translate drama themes and character commentary to conventions and delivery of lines. 5. Use subordinators and clause modifiers correctly. 6. Recognize the value of conventions and stage directions in enriching the content of British-American drama.| DRAMATIC CONVENTIONS AND chemical mechanism OF STAGE DIRECTIONS OF BRITISH-AMERICAN DRAMAThe Merchant of Venice by William ShakespeareLanguage Focus:SubordinationClause Modifiers| Writing an original scriptWriting sentences using appropriate subordinators and clause modifiersActing/ role-playing | ConnectedArts:Students apply skills and creativity in stage design (e.g. backdrops, lighting, props, costume) | Exercises on Clause ModifiersDiscussion on the steps on writing a script, the components of stage directionsReporting on the steps of writing a script and the components of stage direction, famous playwrights and their stylesRole-playing on the assigned dramaDrama Viewing| Quiz on Subordinators and Clause modifiersOral RecitationScript writingPeer Evaluation on the ScriptOutput: Critical Analysis of a Stage Play| English Communication Arts and Skills Through Anglo- American Literature by Lapid, Milagros and Serrano, Josephine B. Prentice Hall Grammar and Composition 3 by Gary Forlini, et al.Curriculum and Teaching Guide in English III (Bureau of Secondary Education)Merriam-Webster English Dictionary & ThesaurusThe Holy Bible| 3 days|\r\n1. discharge a drama pre sentation highlighting its mechanics. 2. Explain relevance of drama and culture. 3. Exhibit one’s skills in acting through role play presentations. 4. Share individualized experiences relating to the play’s theme.| THE BRITISH-AMERICAN DRAMAShakespearean Plays| Recognizing errors and flaws through drama rehearsalsSharing personalized experiences relating to the theme of the play| ConnectedSocial Studies:The relevance of drama and culture (Describe the culture from which the play was originated.)| Sharing of insights on British and American DramaDrama RehearsalsFinal Drama Presentation| Oral RecitationOutput: Drama Presentation | English Communication Arts and Skills Through Anglo- American Literature by Lapid, Milagros and Serrano, Josephine B. The Holy Bible|\r\nTHIRD GRADING (POETRY)|\r\nTime pen| Specific Objectives| Content| Skills| report Integration| Methods| Evaluation| References| 8 days| 1. Acquire functional knowledge on the elements and features of Brit ish-American verse 2. Identify features and elements of British-American poetry which are regarded as universal 3. Take note of the eccentric culture, belief and society highlighted in British-American poetry 4. Relate well with the significant human experiences reflected in British-American poems 5. Draw out similarities and differences between British- American and Philippine poetry 6. Use literary devices in writing poems 7. Make use of adjectivals and adjective clauses in poetry 8. Exhibit respectable use of adjectives and adjective clauses in writing an analysis of an big 9. get a well-written analysis of an epic| STRUCTURE AND FORM OF ANGLO †SAXON EPICUnique Culture, Belief and caller Highlighted in British-American verseDifferences between British-American and Philippine Poetic PiecesLiterary Devices apply in British-American dustup rimeAnalysis of an Epic:The Story of BeowulfLanguage Focus:procedural and adjectival Clauses| Reporting on the Elements of rhym e, Characteristics of EpicDifferentiating British-American and Philippine Poetic piecesAnalyzing an EpicInterpreting or analyzing an epic through identifying its elementsWriting sentences with appropriate adjectives and adjective clauses| ConnectedHistory:The study of the culture, belief and society which are highlighted in British-American PoetryConnectedValues:Students will be reminded of the qualities of a genuine leader after reading the story of Beowulf who led his men and saved them from the hands of the enemy| Reporting on the Elements of Poetry, Characteristics of EpicInterpreting or analyzing an epic through identifying its elementsInteractive discussion on Adjectives and Adjective ClausesReading, then sharing of thoughts, lessons and ideas learned from the story’s themeExercises on Adjectives and Adjective Clauses| Analysis of an Epic poem (Output)Quiz on Adjective and Adjective clausesWriting Activity using appropriate adjective clauses| English Communication Art s and Skills Through Anglo- American Literature by Lapid, Milagros and Serrano, Josephine B. Prentice Hall Grammar and Composition 3 by Gary Forlini, et al.K to 12 Curriculum Guide (English Grade 9 dated January 23, 2013) Curriculum and Teaching Guide in English III (Bureau of Secondary Education)Merriam-Webster English Dictionary & ThesaurusThe Holy Bible| 8 days|\r\n1. Single out dominant themes and features in British-American Poetry 2. Determine the impact of extended language on evaluating ideas, information and experiences contained in lyric poems. 3. do Shakespearean from Spenserian sonnet 4. Gather sufficient details on the role of imagery, rhythm, and literary devices in the development of British †American Poetry 5. Relate well with the significant human experiences covered in various lyric poems 6. Recognize language features in run-in Poetry 7. Use transitional devices highlighting comparison and contrast in writing lyric poems and in the production of the ly ric poem analysis 8. Exhibit proficient use of comparison and contrast transitional markers in writing poems 9. Produce a well-written analysis of a lyric poem.| MEANINGFUL PERCEPTIONS IN BRITISH- AMERICAN LYRIC POETRYThemes and FeaturesFigurative LanguageShakespearean and Spenserian SonnetsRole of Imagery, Rhythm, and Literary Devices in British-American PoetryAnalysis of a voice communication Poem: A Song to Celia by Ben JonsonLanguage Focus:transitional Devices Highlighting Comparison and Contrast| Interpreting Shakespearean and Spenserian SonnetsRecognizing the roles of the elements and features of a lyric poetryComparing and contrasting using transitional devicesAnalyzing a actors line Poem| ConnectedMusic: cantabile out the lyrics of a song while billing in mind the meaning and content of the songConnectedValues:Through the poems, learners will be able to learn different values and lessons highlighted.| Reading of Lyric PoemsDiscussion on renewingal DevicesSharing of insig hts on a Lyric Poem| Quiz on Figurative Languages/ transitional devicesWriting a Lyric Poem (a song)Output: Analysis of a Lyric Poem | English Communication Arts and Skills Through Anglo- American Literature by Lapid, Milagros and Serrano, Josephine B. Prentice Hall Grammar and Composition 3 by Gary Forlini, et al.K to 12 Curriculum Guide (English Grade 9 dated January 23, 2013)Curriculum and Teaching Guide in English III (Bureau of Secondary Education)Merriam-Webster English Dictionary & ThesaurusThe Holy Bible| 8 days|\r\n1. Expound on the interdependence of the elements and features of British-American poetry 2. Consider the dominant themes and emotional appeal of most British-American poems 3. Deepen and transfer significant human experiences reflected in various English-American poems 4. Enrich poem’s woodland through the use of shape words and unique syntax 5. Produce a poem for Poetry slam 6. Follow the correct placement of modifiers to begin the images in poems 7. Conform with and execute well the operating instructions in performing a poetry slam 8. Record the feature of performance during the presentation of poetry slam| ELEMENTS AND FEATURES OF POETRY/ POETRY SLAMThemes & Varieties of Emotions in British-American PoetryLiterary Devices Considered by British-American PoetsPoetry shutSample Poems:Little Lamb/ The Tiger by William BlakeLullaby by Louisa May AlcottOne Morning by capital of Minnesota Kekal Manansala (Filipino)How Do I pick out Thee? By Elizabeth Barrett BrowningPoems by Emily DickinsonLanguage Focus: pose and abatement Modifiers| finishing a poetry slamCreating a rap rendition of a poemInterpreting a poem through narrowing dismantle its elementsCorrecting misplaced and dangling modifiers in sentencesProducing own poem to be used for the poetry slam| ConnectedMusic:The use of rhythm and beat in delivering a rap/ performing a poetry slamConnectedValues:(Values highlighted in each poem will be discussed and/or identif ied)| Discussion on be intimate Poetry and Misplaced and Dangling ModifiersReading SessionOral Reading of PoemsExercises on Misplaced and Dangling Modifiers| Poetry WritingQuiz on Misplaced and Dangling Modifiers Output: Slam PoetryPeer Evaluation on Poetry Slam| English Communication Arts and Skills Through Anglo- American Literature by Lapid, Milagros and Serrano, Josephine B. Prentice Hall Grammar and Composition 3 by Gary Forlini, et al.K to 12 Curriculum Guide (English Grade 9 dated January 23, 2013)Curriculum and Teaching Guide in English III (Bureau of Secondary Education)Merriam-Webster English Dictionary & ThesaurusThe Holy Bible|\r\nFOURTH GRADING (ESSAY)|\r\nTime Frame| Specific Objectives| Content| Skills| Subject Integration| Methods| Evaluation| References| 5 days| 1. Explain the different forms, structure, language, appeal, functions and standards of advertisements. 2. Examine the different forms, structure, language, appeal, functions and standards of advertisem ents. 3. Express feelings towards advertisements through varied activities 4. Exhibit competencies in creating a persuade and quality advertisement. 5. Compare and contrast forms and structure of advertisements. 6. Relate advertisements to real life experiences.| BASIC FORMS AND STRUCTURE OF ADVERTISEMENTS micturates, Structure, Language, Appeal, Functions and Standards of advertizingsLanguage Focus:Logical Fallacies Through S-V Agreement (Indefinite Pronouns as Subjects)Sample: sexual love is a Fallacy by Max Shulman| Comparing and contrasting forms and structures of advertisementsIdentifying errors through subject-verb reasonCreating a convincing and quality advertisement| ConnectedLogic:Learning about logical fallacies through S-V agreementConnectedBible:â€Å"Love” 1Cor 13:4(Learners will bear in mind the real meaning of love, not the bull one.)| Discussion on Subject and Verb Agreement, Techniques in Making Advertisements think for Producing an AdvertisementExercises on Subject and Verb AgreementReading Session| Quiz on Subject and Verb AgreementProduce an advertisementAdvertisement Presentation (Project)Peer Evaluation on the Advertisement do| English Communication Arts and Skills Through Anglo- American Literature by Lapid, Milagros and Serrano, Josephine B. Prentice Hall Grammar and Composition 3 by Gary Forlini, et al.K to 12 Curriculum Guide (English Grade 9 dated January 23, 2013)Curriculum and Teaching Guide in English III (Bureau of Secondary Education)Merriam-Webster English Dictionary & ThesaurusThe Holy Bible| 5 days|\r\n1. Explain the distinct form, content, parts, tone and style of an percipient letter 2. Express feelings and traits about a an undetermined letter through varied activities 3. Exhibit competencies in writing an open letter. 4. Compare and contrast features and elements of an open letter to other forms of essays. 5. Identify and assess connectors for cause-effect /problem-solution relationship 6. Use transitio nal markers in writing an open letter.| BASIC FORMS AND STYLES OF OPEN LETTERDistinct Form, Content, Parts, notation and Style of an blossom garnerLanguage Focus:Connectors for Cause-Effect/ Problem-Solution RelationshipTransitional markers Samples: feed Letter from Sami Yusuf to Yvonne RidleyOpen Letter to Pope Benedict XVI, etc.| Comparing and Contrasting features and elements of an open letter to other forms of essaysAssessing and/or identifying connectors for cause-effect relationshipWriting an Open LetterProofreading own and peer’s workWriting a reflection based on the results of a cogitation| ConnectedSocial Studies:Social issues like politics, etc. are universe focused in the reading and making of the open letterNestedTechnology/ Internet:The use of a social networking office to gather answers for a short survey uncertainty about the importance of making oneself competent| Discussion on Open Letter, Transitional MarkersExercises on Transition MarkersReading Sessi onMaking a short survey on the question: â€Å"How important is making yourself competent in persuading others about your thoughts and feelings?” using an account in any social networking siteGroup Discussion on flow Issues| Writing an Open LetterPresentation of the Open Letter (Project)Quiz on Transition MarkersPeer Evaluation on the Open Letter| English Communication Arts and Skills Through Anglo- American Literature by Lapid, Milagros and Serrano, Josephine B. Prentice Hall Grammar and Composition 3 by Gary Forlini, et al.K to 12 Curriculum Guide (English Grade 9 dated January 23, 2013)Curriculum and Teaching Guide in English III (Bureau of Secondary Education)Merriam-Webster English Dictionary & ThesaurusThe Holy Bible| 5 days|\r\n1. economize a coaxing essay. 2. Use parallel and fit sentence structures in oral and written communication. 3. Explain argument made in persuasive essay. 4. try critically the facts and reasons to be included in the presentation of a p ersuasive essay.| THE BASICS OF WRITING A PERSUASIVE ESSAYLanguage Focus: designate StructuresDirect and validatory SpeechSamples Essays:Of Studies by Francis BaconSelf-Reliance by Ralph Waldo Emerson| Writing a telling EssayGiving examples of direct and indirect discourseIdentifying sentence structures correctly|\r\nConnectedValues:The value of studies as highlighted in the essayConnectedBible:â€Å"Trusting Oneself”If God be for us, who can be against us. -Romans 8:31/Trust in the LORD with all your heart and lean not on your own understanding; in all your ways acknowledge him, and he will make your paths straight. Proverbs 4:5(These are just some of the verses which would relate much to the essay â€Å"Self-reliance”. | Discussion on writing a glib-tongued Essay, Sentence Structures, and Direct and corroborative SpeechGroup Brainstorming and Discussion on Current IssuesExercises on Sentence Structures and Direct and indirect SpeechNews Reporting, Argument, and Discussion of Opinions| Quiz on Sentence Structures and Direct and Indirect SpeechWriting a Persuasive EssayOutput: Presentation on Persuasive Essay Peer Evaluation on Persuasive Essay| English Communication Arts and Skills Through Anglo- American Literature by Lapid, Milagros and Serrano, Josephine B. Prentice Hall Grammar and Composition 3 by Gary Forlini, et al.K to 12 Curriculum Guide (English Grade 9 dated January 23, 2013)Curriculum and Teaching Guide in English III (Bureau of Secondary Education)Merriam-Webster English Dictionary & ThesaurusThe Holy Bible|\r\nFirst order Period\r\nTime Frame| Specific Objectives| Content Topic| Skills | Subject Integration| Methods/Strategies/Techniques| Evaluation| References| | 1. Use appropriately coordinators and prepositions in writing. 2. Identify the elements of the short story and differentiate each. 3. Explain how each element of the short story creates a meaningful short story. 4. Write an essay analyzing the elements of a stor y and the literary devices employed by the author.| Elements (and Literary Devices used) of Short StoryCoordinatorsPrepositionsThe Pardoner’s Tale by Geoffrey Chaucer| Essay writing on analysis of the short story elementsComparing and contrasting of the different elements of the short storyInterpreting a short story in accordance with the thoughts and message of the author | Bible: Students are encouraged to learn the importance of money in their lives. 1 Timothy 6:10History: Historical background of the author and the story of The Pardoner’s TaleSocial Studies: Highlighting of the beliefs, culture, and societies on the literature read| Discussion of the Elements and Literary Devices used in Short Stories, Coordinators, and PrepositionsReporting of the Elements and Literary Devices used in Short StoriesInnovative scheme: Story map (using the story taken up and the unraveling of the short story elements) Exercises on coordinators and prepositionsReading session| Essay writingQuiz on the Elements and Literary Devices used in Short Stories, Coordinators, and Prepositions| | |\r\n1. Analyze the distinct qualities of the 20th century British-American short stories. 2. Write an extended dialogue or additional action for a short story. 3. Analyze the correct forms and functions of relative pronouns and relative clauses.| The Culture and Values of the 20th British & American Short StoriesRelative Pronouns/ClausesThe Doll’s House by Katherine MansfieldThe Gift of the Magi by O. Henry| Analysis of the distinct qualities of the 20th century British-American short storiesWriting a dialogueInterpreting a short story in accordance with the thoughts and message of the author Comparing and contrasting| Bible: Students are encouraged to share what they have. Technology: The dialogue must be written in MS Word format.History: Facts on Magi will be discussed and the background of the authors.| Discussion of the Relative Pronouns/ClausesQ&A (Students are encouraged to ask a question related to the short story read and the teacher or students can answer) Reading sessionsResearch on the background of the short storiesExercises on relative pronouns/clausesInnovative dodge: Exchanging Gifts (students exchange small gifts to practice blessing in generosity)| Writing a dialogueComparing and Contrasting characteristics of the short stories of the old and the 20th century short storiesPeer editing of the dialogue| | |\r\n1. Write a rich, creative, and insightful short story based on personal reflections, observations, and experiences. 2. Write a short story with a well-developed organizational structure, sequence of events and details. 3. Elaborate ideas through the use of sensory details, shiny words, and figurative language to help readers clearly come across events in the story. 4. Use appropriate tenses in narrating events.| communicative Elements Used in Writing a Short StoryThe Present Perfect TenseThe Past Perfect TenseThe h ereafter Perfect TenseThe Cask of Amontillado by Edgar Allan Poe| Short story writingCreating a logical order of events in writing a short storyUsing sensory details and figurative language in writing a short storyNarrative writingInterpreting a short story in accordance with the thoughts and message of the author | Technology: The short story must be written in MS Word format.Bible: Students are encouraged to know that the avenging is the Lord’s only. Romans 12:19Arts/Technology: They will view images and describe them using figurative language.History: stress of the author Edgar Allan Poe and his work| Discussion on the Perfect Tenses and Figurative LanguageReading SessionExercises on the Perfect TensesWriting one’s adventurous experienceIdentifying the narrative elements of the short story readInnovative system: dramatic Reporting (aside from discussing perfect tenses, students are to act out examples of perfect tenses for better understanding)| Writing a Short StoryShort Story Presentation (Project)Quiz on the Perfect Tenses| |\r\nSecond Grading Period\r\nTime Frame| Specific Objectives| Content Topic| Skills| Subject Integration| Methods/Strategies/Techniques| Evaluation| References| | 1. Research on the historical background of a certain drama. 2. compose a research report on a certain drama. 3. Use modals correctly in writing sentences.| Elements, Features, and Historical learning of British and American DramasModalsTypes of DiscourseRomeo & Juliet by William Shakespeare| Researching on the origin of dramaResearch writing about dramaRole-playing on the assigned drama| Bible: Students are encouraged to value true love. 1 Corinthians 13History: Background information of William Shakespeare and his works/history of dramaTechnology: The research report must be written in MS Word initialise| Discussion on the steps of making a research report and modalsReporting on the basic elements of dramaExercises on modalsRole-playing on the ass igned drama| Research ReportPeer Evaluation on the Research ReportQuiz on ModalsPresentation of Research Reports| | | 1. Perform an ASIDE. 2. Analyze the importance of the ASDIE, soliloquy, and monologues on the play.| Dialogue and other Distinctive Features of British-American DramaWord and Phrase ModifiersHamlet by William Shakespeare| | | Discussion on the steps of doing an ASIDERole-playing on the assigned dramaExercises about ASIDE, soliloquy, and monologue| ASIDE PerformancePeer Evaluation on the ASIDE performed| | | 1. Write a script for the stage. 2. Apply the conventions of stage direction. 3. Analyze the devices and dramatic\r\nconventions used in a play.| Dramatic Conventions and Mechanics of Stage Direction of British-American DramaThe Merchant of Venice by William Shakespeare| | | Discussion on the steps on writing a script, the components of stage directionsReporting on the steps of writing a script and the components of stage direction, famous playwrights and their st ylesRole-playing on the assigned dramaDrama Viewing| Script writingPeer Evaluation on the ScriptCritical Analysis of a Stage Play| | | 5. Perform a drama presentation. 6. Explain relevance of drama and culture.| The British-American Drama| | | Sharing of insights on British and American DramaRehearsal for Drama| Drama Presentation (Project)| |\r\nThird Grading Period\r\nTime Frame| Specific Objectives| Content Topic| Skills| Subject Integration| Methods/Strategies/ Techniques| Evaluation| References| | 1. Write an analysis for an epic poem. 2. Explain the characteristics of an epic poem. 3. Write a narrative or epic poem using the learned features and elements. 4. Use appropriate adjectives and adjective clauses in writing a poem or in oral and written communication.| Structure and Form of an Anglo-Saxon EpicAdjectivesThe Story of Beowulf| | | Reporting on the Elements of Poetry, Characteristics of EpicDiscussion on the Elements of Poetry, Characteristics of Epic, and Adjectives and Adjective ClausesReading SessionSharing of thoughts and lessons learned from The Story of BeowulfExercises on Adjectives and Adjective Clauses| Analysis of an Epic Poem (Project)Writing a Narrative or Epic PoemQuiz on Adjectives and Adjective Clauses| | | 1. Write an analysis for a lyric poem. 2. Write a lyric poem. 3. Use transitional devices in writing a lyric poem or in oral and written communication.| Literary Devices Used in a Lyric PoemTransitional devicesA Song to Celia by Ben Jonson | | | Reading of Lyric PoemsDiscussion on Transitional DevicesSharing of insights on a Lyric Poem| Analysis of a Lyric Poem (Project)Writing a Lyric Poem| | | 1. Perform slam poetry in a group. 2. Use and place correctly modifiers in writing a poem or in oral and written communication. 3. Write an original poem.| Elements and other Features of PoetryMisplaced and Dangling ModifiersRichard Cory by Edward Arlington RobinsonThe Lamb/The Tyger by William BlakeHow Do I Love Thee? by Elizabeth Barrett BrowningO Captain! My\r\nCaptain! by Walt WhitmanPoems of Emily DickinsonStopping by Woods on a Snowy evening by Robert Frost| | | Discussion on Slam Poetry and Misplaced and Dangling ModifiersReading SessionOral Reading of PoemsExercises on Misplaced and Dangling Modifiers| Slam Poetry (Project) Poetry WritingPeer Evaluation on Poetry SlamQuiz on Misplaced and Dangling Modifiers| |\r\nFourth Grading Period\r\nTime Frame| Specific Objectives| Content Topic| Skills| Subject Integration| Methods/Strategies/Techniques| Evaluation| References| | 1. Use subject and verb agreement appropriately in oral and written communication. 2. Create an advertisement. 3. Explain one’s value and exercise of the advertisement made.| Form, Structure, and Functions of a Quality AdvertisementAgreement between Subject and VerbOf Studies by Francis Bacon| | | Discussion on Subject and Verb Agreement, Techniques in Making AdvertisementsBrainstorming for Producing an AdvertisementExercises on Subjec t and Verb AgreementReading Session| Produce an advertisementAdvertisement Presentation (Project)Peer Evaluation on the Advertisement madeQuiz on Subject and Verb Agreement| | |\r\n1. Write an open letter. 2. Use appropriate transitional markers in writing an open letter or in oral and written communication to deliver the correct message to the audience. 3. Evaluate evidences and reasons critically to prepare a fair open letter.| Form, Style, and Parts of an Open LetterTransition markersSelf-Reliance by Ralph Waldo Emerson| | | Discussion on Open Letter, Transitional MarkersExercises on Transition MarkersReading SessionGroup Discussion on Current Issues| Writing an Open LetterPresentation of the Open Letter (Project)Quiz on Transition MarkersPeer Evaluation on the Open Letter| | | 5. Write a persuasive essay. 6. Use parallel and balanced sentence structures in oral and written communication. 7. Explain argument made in persuasive essay. 8. Evaluate critically the facts and reasons t o be included in the presentation of a persuasive essay.| The Basics of Writing a Persuasive EssaySentence StructuresDirect and Indirect Speech| | | Discussion on writing a Persuasive Essay, Sentence Structures, and Direct and Indirect SpeechGroup Brainstorming and Discussion on Current IssuesExercises on Sentence Structures and Direct and Indirect SpeechNews Reporting, Argument, and\r\nDiscussion of Opinions| Writing a Persuasive EssayQuiz on Sentence Structures and Direct and Indirect SpeechPresentation on Persuasive Essay (Project)Peer Evaluation on Persuasive Essay| |\r\n'