Subject: ENGLISH Grade Level: Grade 9 Unit Topic: IMPRESSIONS Quarter: 1

Teacher’s Name: Ms. Maricel B. Omboy

UNIT STANDARDS AND COMPETENCIES DIAGRAM

UNPACKING DIAGRAM – ENGLISH 9 QUARTER 1

TRANSFER GOAL:

Students on their
own or in the long
run will be able to
compose an essay
PERFORMANCE
UNPACKING OF UNIT LEARNING GOALS DIAGRAM
TASK
and should deliver a
speech about West
Speech Choir

Philippine Sea. TRANSFER

PERFORMANCE STANDARD

The learner actively participates in a speech choir

through using effective verbal and non- verbal
strategies based on the following criteria: Focus, Voice,
Delivery, Facial Expressions, Body Movements/
Gestures and Audience Contact.
MAKE
MEANING:
ACQUISITION:
1. Express
EQ: What
permission,
constitutes a
obligation, and
good speech
prohibition
choir?
using modals.
EU: Students will
understand that a
good speech choir
requires a
personal reaction
to the words to
CONTENT STANDARD
convey meaning
to the audience.
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.

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LEARNING PLAN

EXPLORE

Pre-Test This unit is about Impressions.

Consider this question How does one deliver a speech choir?
Map of Conceptual Change: K-W-H-L Chart

Direction: Enumerate the ff:

1. What are the different punctuation marks?
2. What are the different kinds of sentences?
3. What are modals?
4. What are the different communicative styles?
5. What are interjections?

LEARNING
COMPETENCIES FIRM-UP (ACQUISITION)
 LC1:Express Activity
permission,
obligation, and ➢ Instructions: Complete the following sentences correctly. Encircle
prohibition using
modals. the correct answer.
1. ___ you hear the fireworks from your house last night?
Learning A. Can't B. Can C. Could 2. Do you think you ___ write that report by
Targets: I can Tuesday? I know you’re very busy.
distinguish A. have been able to B. couldn't C. will be able to 3. I ___ touch my toes.
modals and its See!
examples. A. can B. could C. will be able to 4. I ___ spend another moment in that
restaurant. It was too noisy. A. couldn't B. can't C. have been able to
5. I ___ never seem to get the temperature right.
A. can B. can't C. to be able to 6. ___ play professional tennis, you must
be extremely fit.

A. couldn’t B. will you be able to C. to be able to 7. ___ you play an

instrument?

A. couldn't B. can C. able to

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 8. I'm afraid I ___ attend the meeting, I’m on business in Japan.
A. won’t be able to B. will be able to C. can
9. ___ you have brought it to me at work?
A. will be able to B. cannot C. couldn't 10. They ___ save the men
from the sinking ship.

A. could to B. were able to C. was able to

Identifying Use of Modals

Directions: Enclose in parentheses the complete verb phrase in each
sentence. Then underline the modal. In the blank before each number,
write what the modal in the sentence indicates. Choose your answer
from the list. The first one is done for you.

___necessity___1. The protection of the environment is a fundamental global

concern; hence; all
nations must join hands to preserve Mother Earth.
_____________2. Environmentalists say that people should be more aware of the
growing
menace of nature’s degradation.
_____________3. They also warn that if we turn a deaf ear to this urgent call, we
would suffer
the consequences.
_____________4. Our planet might become inhabitable if we continue destroying
the environment.
_____________5. Unless drastic steps are taken, our beautiful country may soon
turn into a
wasteland.

LEARNING DEEPEN (MAKE MEANING)

COMPETENCIES

LC 2: Use Instructions:
conditionals in GUIDED GENERALIZATION TABLE______________ Essential Question Text
expressing 1
arguments. Text 2
On Being
Deafness Can Be an
Seventeen, Bright
Learning
Asset
Targets: I can
and Unable to Read
compose
By: Thomas Edison
sentences/essay
By: David Raymond
using conditionals.

I can deliver a Answer: To connect

speech. Answer: To
What constitutes a
with the audience
introduce a
good speech choir?
through emotions
compelling topic.
and feelings.
 Answer: To provide
reasons &
supporting details.

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LC3: Demonstrate
understanding on how Su
to use the four kinds of M
sentences according to me
purpose or use in fo
writing. sh
I’v
sce
life
th
Learning jun
sc
Targets: I can be
identify and dy
compose sentences kn
using the four kinds me
of sentences yo
according to its use
and purpose.

Re
co
th
sp
em

Common Ideas in Reasons: To convince the audience

and give a clear idea of what the speech is all about.

Enduring Understanding/Generalization: Students will

understand that a good speech choir requires a personal
reaction to the words to convey meaning to the audience.

ASYCHRONOUS OFFLINE LEARNING MATERIALS

A. English, American, and Philippine literature and
Communication Arts, by Josefina Payawal- Gabriel,
Ph.D., 2019

B. Learning Modules
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Text 1
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Text 2
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(electronic, mechanical, photocopying, recording, or otherwise) without prior written permission from the school.

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Learning TRANSFER
Competencies
 LC.4 Use appropriate Activity 1
punctuation marks
and capitalization to Directions: Punctuate the following sentences correctly.
convey meaning.
1. We ll pick you up at 8 30
2. Its raining again the streets will get flooded
3. The address in the letter is 41 Morning Glory Street Treasure Village
Bacolod City
4. After waiting for one hour Helga left
5. Have you read any Shakespeares sonnets

Activity 2
Direction: Write a letter to a friend observing correct punctuations
and grammar.

LC.5 Employ the

appropriate Activity 1
communicative Answer the following questions:
styles for various Process Questions:
situations (intimate,
casual,
1. Why is determining the communicative style important?
conversational, 2. Among the five types of communication styles what do you like the most?
consultative, frozen). Explain your answer.

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 LC.6.Used Activity2
interjections to Directions: Classify the spoken texts below according to their communicative
convey meaning. style. Write Intimate, Casual, Consultative, Formal, or Frozen.

___________________1. “I now pronounce you husband and wife.”

Learning
___________________2. “Tell me about yourself.”
Targets: I can
compose an ___________________3. “To our guests, ladies and gentlemen Good morning.”
essay. ___________________4. “I, Juanito Alfonso take you to be my wife, to have and to
I can deliver a hold…till death do us part.”
speech. ___________________5. “Honey do you still care for me?”

Activity 1
Directions: Fill in the appropriate interjection to complete the sentence.
Choose from the box below.

Ouch Yay Yes Yuck Aha

1. _____! My tooth aches!

2. _____! I finally did it!
3. _____!That was gross!
4. _____! That was an awesome idea!
5. _____! I might go on vacation next month!

Performance Task: Students on their own or in the long run will be able to
compose an essay and deliver a speech using interjections.

Criteria: Focus - 10
Voice - 10
Delivery - 20
Dramatic Conventions – 10
Total - 50pts

Performance Task
1. One Product
Speech Choir

2. Differentiated Products
Essay

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3. Modality-based Products
Offline Activity - Written Essay
Online Activity - Video Presentation of Speech Delivery

4. Design thinking
● Empathize - Observation with the different conflicts occurring among
individuals or groups.
● Define - define the occurring conflict based on what is
observed ● Ideate - Using causal analysis in pre- essay writing
activity
● Prototype - Resolve conflicts by making a conclusion &
recommendation
● Test - Deliver a speech emphasizing the correct of usage of
interjections.

Self-Assessment: Self - Assessment Checklist

Is your speech convincing?

Do you discuss multiple sides of the essay and provide insights

where necessary?

Do you support your essay with text, media, or cultural evidence?

Does your essay flow smoothly from paragraph to paragraph?

Value Integration: Compassion

CALENDAR OF ACTIVITIES
WEEK 1

MON TUE WED THU FRI

Assessment Introduction Pre- test Acquisition

of the and Make
Releasing of Subject Meaning
Learning Modules

WEEK 2

MON TUE WED THU FRI

Checking of Releasing and Review of Acquisition Make Meaning

Written Work Retrieval of Previous Lesson
Learning Modules
Assessment

WEEK 3

MON TUE WED THU FRI

 Checking of Releasing and Acquisition Make Meaning Assessment
Written Work Retrieval of
Returning of Learning Modules
Answer Sheets

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Transfer

WEEK 4

MON TUE WED THU FRI

Checking of Releasing and Acquisition Make Meaning Assessment

Written Work Retrieval of
Learning Modules

WEEK 5

MON TUE WED THU FRI

Checking of Releasing and Acquisition Make Meaning Assessment

Written Work Retrieval of
Learning Modules
Transfer

WEEK 6

MON TUE WED THU FRI

Checking of Releasing and Acquisition Make Meaning Assessment

Written Work Retrieval of
Learning Modules
Transfer

WEEK 7

MON TUE WED THU FRI

Checking of Releasing and Acquisition Make Meaning Assessment

Written Work Retrieval of
Learning Modules
Returning of
Answer Sheets

Transfer
 No part of this material may be reproduced, stored in a retrieval system or transmitted in any form or by any means

(electronic, mechanical, photocopying, recording, or otherwise) without prior written permission from the school.

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