Walking Through Grade 9 English

1. Walking Through Grade 9 English Learning Module 1

2. Session Objectives In this learning session, the participants should be able to: 1. gain clearer understanding of the contents and processes in teaching Grade 9 English 2. discuss difficulties / concerns related to the teaching of Grade 9 English and give recommendations DEPARTMENT OF EDUCATION

3. Walking Through Grade 9 English GROUP ACTIVITY • 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. DEPARTMENT OF EDUCATION

4. Walking Through Grade 9 English Learner’s Material Matrix • Write your group’s findings and recommendations on how the LM and TG carried out the language learning processes specifically on: • spiral progression d. learner-centeredness • interaction e. contextualization • integration f. construction DEPARTMENT OF EDUCATION

5. ANALYSIS On the Activity What discoveries have you come up with after doing the activity? On the Groups’ Outputs What are the points of agreement and disagreement? What are the common discoveries you’ve made? On the Topics / Competencies What topics/competencies do you think will the teachers find difficult to teach? Why? On Maximizing the LM & TG What other concerns regarding the LM and TG have been surfaced after the activity? DEPARTMENT OF EDUCATION

6. Understanding the Connection among the Curriculum Framework (CuF), Conceptual Framework (CF), Curriculum Guide (CG), Learner’s Material (LM) and Teacher’s Guide (TG)

7. Connection among CuF, CF, CG, LM & TG Holistic Filipino Learner/ Child English Grade 9 ENGLISH CONCEPTUAL FRAMEWORK LANGUAGE Your Journey A S S E S S M E N T Content Standard Your Objectives Your Initial Task Learning Competencies The K to 12 Philippine Basic Education Curriculum Framework Your Text Performance Standard Your Discovery Task Culminating Activity Your Final Task Enabling Activities My Treasure DEPARTMENT OF EDUCATION

8. 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) DEPARTMENT OF EDUCATION

9. 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 DEPARTMENT OF EDUCATION

10. 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 DEPARTMENT OF EDUCATION

11. Connection among CuF, CF, CG, LM & TG The Learning Standards and Learning Competencies Reading Comprehension Listening Comprehension Vocabulary Development Viewing Comprehension Performance Standard Content Standard Learning Competencies Grammar Awareness Oral Language & Fluency Writing & Composition Literature DEPARTMENT OF EDUCATION

12. The Grade 9 Learning Standards (Module 1)

13. The Learning Standards 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. English Grade 9 Grade Level Standard: 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. DEPARTMENT OF EDUCATION

14. The Learning Standards English Grade 9 – Module 1 Answer the Unpacking CS/PS Worksheet. DEPARTMENT OF EDUCATION

15. The Learning Standards English Grade 9 – Module ___ Content Standard: Performance 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 • 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 DEPARTMENT OF EDUCATION

16. The Learning Standards English Grade 9 – Module 1 Content Standard: Performance 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. DEPARTMENT OF EDUCATION

17. The Learning Standards English Grade 9 – Module 1 Content Standard – Key Concepts ENHANCING THE SELF Word derivation and formation strategies Anglo-American literature Participate actively in a Speech Choir Processing, assessing, summarizing information other text types Interjections Appropriate word order Punctuation marks DEPARTMENT OF EDUCATION

18. The Learning Standards English Grade 9 – Module 1 Performance Standard – Key Concepts Delivery SPEECH CHOIR Focus Audience Contact Verbal & Non-verbal Strategies active participation in a Voice Body Movements/Gestures Facial Expressions DEPARTMENT OF EDUCATION

19. The Grade 9 Learning Competencies (Module 1)

20. The Learning Competencies (LCs) English Grade 9 – Module 1: Lesson 1 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? DEPARTMENT OF EDUCATION

21. The Learning Competencies (LCs) English Grade 9 – Module ___ You should notice that: 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. EN9RC-Ia-16: Share prior knowledge about a text topic DEPARTMENT OF EDUCATION

22. The Learning Competencies (LCs) Domain EN9RC-Ia-16: Quarter Competency Week Grade Level Subject DEPARTMENT OF EDUCATION

23. The Learning Competencies (LCs) English Grade 9 – Module ___ You should notice that: 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) DEPARTMENT OF EDUCATION

24. The Learning Competencies (LCs) English Grade 9 – Module ___ You should notice that: 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) DEPARTMENT OF EDUCATION

25. The Grade 9 Learner’s Material (LM) & Teacher’s Guide (TG) (Module 1)

26. Parts of the Learner’s Material (LM) and Teacher’s Guide (TG) English Grade 9 – Module 1 Answer the LM and TG Identification Worksheet. DEPARTMENT OF EDUCATION

27. Parts of the Learner’s Material (LM) 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 gives a bird’s eye view of what learners should discover, learn, and develop in the lesson Your Journey My Treasure states the concepts and skills learners need to develop as well as the contents of the lesson they will encounter Your Objectives 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 LEARNER’S MATERIAL introduces tasks that will hook learners’ interest in the lesson and prepare them for higher level tasks Your Discovery Tasks Your Initial Tasks Your Text 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 contains the main reading material learners will read and analyze; this also contains vocabulary development tasks necessary for text understanding and grammar integration DEPARTMENT OF EDUCATION has the culminating task/s for the lesson 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

28. Parts of the Teacher’s Guide (TG) states the types of assessment for the lesson Assessment Plan TEACHER’S GUIDE contains the list of materials and equipment needed for the lesson contains the target concepts and the skills to be developed Overview of Content & Objectives Resources Activities presents the description and ways to process the tasks DEPARTMENT OF EDUCATION

29. 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 DEPARTMENT OF EDUCATION

30. Learner’s Material Matrix English Grade 9 LM – Module 1 DEPARTMENT OF EDUCATION

31. The Learner’s Material (LM) Your Journey Module 1 Enhancing the Self Lesson 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 DEPARTMENT OF EDUCATION

32. The Learner’s Material (LM) Your Objectives • 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 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. • clarify expectations in terms of what students should be able to do, produce/perform as evidence of transfer of learning • criteria for assessment DEPARTMENT OF EDUCATION

33. The Learner’s Material (LM) Your Initial Tasks • diagnose and activate prior knowledge 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) • 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 (Refer to your copy of the LM for full text of this part) DEPARTMENT OF EDUCATION

34. The Learner’s Material (LM) Your Text YOUR 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 (Refer to your copy of the LM for full text of this part) DEPARTMENT OF EDUCATION

35. The Learner’s Material (LM) Your Discovery Tasks • enrich understanding • ask provocative questions 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 • 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.) (Refer to your copy of the LM for full text of this part) DEPARTMENT OF EDUCATION

36. The Learner’s Material (LM) Your Final Tasks • presents the culminating task/s for the lesson 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. • 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 (Refer to your copy of the LM for full text of this part) DEPARTMENT OF EDUCATION

37. The Learner’s Material (LM) 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 (Refer to your copy of the LM for full text of this part) DEPARTMENT OF EDUCATION

38. The Teacher’s Guide (TG) English Grade 9 – Module ___ 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 • purpose of the activity DEPARTMENT OF EDUCATION

39. Point of Clarifications

40. LM and TG On the Usage of the Learning Package • the learning package is NON-CONSUMABLE • existing materials developed by DepEd can still be used vis-à-vis the Learning Package for English Grade 9 On the Tasks / Activities • highly modifiable, but no deviation from enabling activities and CA • consider contextualization, localization, and differentiated instruction • begin where students are, not where the content is DEPARTMENT OF EDUCATION

41. LM and TG On Assessment • embedded in the tasks / activities • to be recorded (if ASSESSMENT OF LEARNING – summative) • not to be recorded (formative, diagnostic) • varied (product / performance) • CA = PS – non negotiable DEPARTMENT OF EDUCATION

42. LM and TG Teacher’s Guide • contains directions for each activity • reminders/tips about the topics • alternative materials for listening and viewing • key to corrections for summative assessment • no key to corrections for varied answers DEPARTMENT OF EDUCATION

43. How to Use the Learning Package

44. How to Use the Learning Package Leaner’s Material (LM) • ideally 1 lesson = 6 days; extend if necessary • 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 Day 1 = Diagnostic test (assessment for learning, meaning recorded but not graded) DEPARTMENT OF EDUCATION

45. How to Use the Learning Package Leaner’s Material (LM) • 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 • 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 DEPARTMENT OF EDUCATION

46. How to Use the Learning Package Day 1 Pre-Assess Check for Learning Move on to the new lesson Move on Day 2-3 Day 5-6 Assess Learning Grade Teach Check for Learning Day 4 Move on Teach Check for Learning Enrich/ Move on DEPARTMENT OF EDUCATION

47. Reflection and Application Questions to Ponder: As a trainer / teacher, how will you maximize the use of LMs and TGs? As a trainer how will you address the problem? With the same learning groups, answer the questions by preparing guidelines on optimizing the use of LMs and TGs. Post and present your group’s answer. DEPARTMENT OF EDUCATION

48. “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 CarollCovell Newton DEPARTMENT OF EDUCATION

49. Let’s call it a day… Thank you! DEPARTMENT OF EDUCATION