grade 9 module 1 term 1

GS (Name of Department) DEPARTMENT ACADEMIC YEAR 2014-2015

LASALLIAN LEARNING MODULE

Teachers: Ms. Dina Alulod,Ms. Kristiyañina Alvarez,Ms. Jane Bencito

Year/Level: Grade 9 Subject: English

Term Module: Term 1 Module 1 Title: Getting to Writing a Story Time Frame: June 16 – July 18, 2014

CONTENT STANDARD PERFORMANCE STANDARD

The learner demonstrates a deeper understanding of how the knowledge of narratives’ distinctive features, elements, purpose, and literary devices as reflected in British-American narratives extends the habits of open-mindedness and guides one to live life to its fullest that can be clearly expressed through writing a short story.

The learners write a story book that utilizes techniques used in the genre of British - American literature.

RELATED LASALLIAN GUIDING PRINCIPLES

Lasallian educational experiences are dynamic processes that:1) challenge learners to realize their full potential by promoting critical and creative thinking, self-knowledge and self-

mastery;2) bring Christian perspectives to bear on human knowledge and culture; 3) encourage synergy, collaboration and dialogue in an environment that is fraternal, hospitable and laden with mutual

respect; 4) impel learners to translate their knowledge into actual practice for the betterment of society; and 5) prepare learners for responsible participation in the world of work, the family, the community, the wider society and the

local Church.

CONTENT and COMPETENCIES

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A. Content 1 – Science, Math, CL, SS: Unit Topics

Language, Reading, Filipino: Noun PhraseReading: Macro skills are included (vocabulary, comprehension, lit app, study skills)

Competency 1 – Based from DepEd CG, (CL-see Brisbane CG) Bullets (competency 1) (competency 2)

B. Content 2 -Competency 1-

REFERENCES/ SOURCES

(indicate your references/ sources- See Curriculum Mapping Map Explanation (Projected/Diary Map) ExampleA-C Resources---chapter 8----Notetaking Cards

A Resources--site (copy website)

BLENDED TOOLS

Face-to-Face eLearning

Examples:Group/ pair discussionsDebateModeling/role playingGames

Examples:Web researchWebinar sessionsSimulationsChat roomsUse of apps (e.g., productivity, assessment, presentation)eBook reading, writing and annotation (for PEARL)

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STAGE 1: ESTABLISHING DESIRED RESULTS

TRANSFER GOAL(S): (from Unpacking the Standards)

Students will be able to independently use their learning to use the different techniques, styles and elements of a narrative in the construction of their story book that enhances their creativity in doing the daily tasks.

BIG IDEA/ENDURING UNDERSTANDING (EU):

EU: Students will understand that British-American narratives reflect the various cultures and traditions of humanity and connects society to their works.

Students will understand that language evolves and is used to create desired illusions.

ESSENTIAL QUESTION(S):

EQ:How do British-American narratives contribute to the different styles of narratives in the present time?

How does language serve as a tool for narrating stories and history?

STAGE 2: DETERMINING VALID EVIDENCE/ASSESSMENT

PRODUCT OR PERFORMANCE SHOWING EVIDENCE OF UNDERSTANDING IN GRASPS FORMAT

You are an aspiring story book writer and your goal is to write a story book for children that will be published for children in foster homes and child development agencies. Your story book needs to be educational and bear good principles for the children who read your material. Your work must meet the standards and will be graded with a rubric.

ASSESSMENT TOOLS

Knowledge Process Understanding Performance/ Product

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Pre-assessment Pre-test

Formative assessment Seatwork on the elements of a narrative.

Short narrative writing that makes use of any theme found in American narratives.

Identify errors in sample sentences.

Rewrite sentences correcting subject-verb agreement.

Rewrite sentences using the rules of proper capitalization.

Seatwork on connotation and denotation.

Case AnalysisEditorial/Cartoon Analysis

Graphic organizers

Summative assessment Assessments 1-2 Assessments 2-4 Assessments 2-4

CUA

Scoring Rubric

RELATED FACET(S) OF UNDERSTANDING:

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EXPLANATION Justify the qualities, actions and traits of a particular character in a Anglo-American narrative Explains the student’s understanding of the literary work through the elements of a narrative

INTERPRETATION Translate their knowledge and understanding of American fictional techniques into a story book that demonstrates

value and authenticity

APPLICATION Write a story book incorporating American fictional techniques and knowledge on subject-verb agreement,

capitalization and punctuation marks

PERSPECTIVE Study the themes, symbols and techniques used in British-American narratives Study the novel Anima Farm

SELF-KNOWLEDGE Self-assess one’s capacity to construct a story book suitable for children Self-assess one’s capabilities in the study of narratives and the novel Animal Farm

STAGE 3: LEARNING PLAN FLOW

LESSON PROPER

(include teaching strategies used, process or guide questions, short description of the activity)(flow/procedure numbered

Day 1:

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I. INTRODUCTION OF ESSENTIAL QUESTIONS and TRANSFER GOAL(objective can be applicable for several days)

(activity/ies):1. Agree Disagree Matrix

-description of what the students will do-include process questions after the activity

2. (next activity…)

Day 2:

II. INTERACTION (all activities after the introduction of the EQ)

(objective can be applicable for several days)

(activity/ies):

III. INTEGRATION

(Performance Task/GRASPS)

(objective can be applicable for several days)

(activity/ies):

(APPENDICES)

e.g. Rubric scoring guide, activity sheets/ worksheets, test

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At the end part of the module

Font and Font Size: Arial 11

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grade 9 module 1 term 1

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