English 3rd Year High School Curriculum Essay

COURSE DESCRIPTION:
This class focuses on one’s apprehension of the English and American Literature from old to modern-day. It assists one in honing accomplishments and creativeness through the different public presentation tasks- short narrative composing. play presentation. poesy sweep. and persuasive essay authorship every bit good as heightening their cardinal linguistic communication accomplishments as integrated in each lesson to assist scholars go to the full equipped with indispensable apprehension of both linguistic communication and literature in this degree. Rationale:

This class aims to prosecute pupils the chance to research literary texts written in Old English which will supply them with new apprehension of the different civilizations or history of the writer and the topographic point where the literary work was originated. Aside from that. they will be directed to beef up their old cognition of English in both linguistic communication and literature therefore develop and/or enhance accomplishments in originative authorship and critical reading through deep analysis and rating of these texts. It besides provides varied and meaningful acquisition experiences that are value-oriented. Requirements:

A. Entry
The 3rd twelvemonth pupils are assumed to hold learned some lessons and regulations in grammar and all the other things covered in the English 1 and 2 including the literatures of the Philippines and that of other Asiatic states and Africa. their genres. elements and characteristics. Therefore. they are expected to heighten their cognition on these things through consistent attending and active engagement during category hours. and develop the accomplishments that are yet to be discovered. They are besides expected to come up with productive thoughts through construing English and American short narratives. play. verse forms and essays and through take parting in public presentation undertaking s or culminating activities prepared per unit. The pupils in this degree should subject their assignments and undertakings on clip ( written outputs or originative graphicss ) .
interact with literary texts and their characters and execute the needed undertakings with avidity which would in clip assist them understand their ain civilization. appreciate and experience God’s illustriousness. B. Exit:

At the terminal of the school twelvemonth. the pupils are expected to demo assurance on their cognition and apprehension of the literary pieces with accent on Anglo-American literature. demo their love of reading and authorship in a originative and critical mode. and use these things. most particularly the nucleus values highlighted in most of the lessons. at present and in the close hereafter. Last. they are likely to demo expertise non merely in pass oning but besides in composing composing utilizing well-constructed sentences and paragraphs and all the more. in making narratives. verse forms and even song wordss sing appropriate mechanics. GENERAL OBJECTIVES:

The scholar demonstrates communicative competency through his/her apprehension of British-American Literature. including Filipino Literature and other text types for a deeper grasp of Filipino Culture and those of other states.

First GRADING ( NARRATIVE ) |
Time Frame| Specific Objectives| Content| Skills| Subject Integration| Methods| Evaluation| References| 12meetings| 1. Discourse the distinguishable elements of American and British short narrative. 2. Identify the elements of the short narrative and distinguish each. 3. Explain how each component of the short narrative make a meaningful short narrative. 4. Make intending out of the linguistic communication characteristics of a narrative. 5. Use appropriate coordinators. prepositions and subordinators to foreground feelings. ideas. actions and observations. 6. Write an essay analysing the of import elements and literary devices used in a short narrative. 7. Make connexion within and among American-British short narratives to existent life experiences. 8. Discuss and construe British-American narrations foregrounding their civilization. beliefs and societies. | Elementss and Literary Devices Used in a Short StoryThe Last Leaf by O. HenryThe Pardoner’s Tale by Geoffrey ChaucerLanguage Focus: CoordinatorsPrepositions| Essay composing on analysis of the short narrative elementsComparing and contrasting of the different
elements of the short storyInterpreting a short narrative based on its themeOrganizing short narrative elements utilizing narrative mapsReporting of the different short narrative elements utilizing the narrative readConstructing sentences utilizing appropriate coordinators. subordinators and prepositions | ConnectedValues: John 15:13 Self-sacrifice ( “The Last Leaf” where selflessness is shown when the old adult male died after he painted his chef-d’oeuvre despite the cold conditions which in bend gave hope to a deceasing friend. ) ConnectedValues:1 Timothy 6:10 ( “Pardoner’s Tale” -Money planted greed in their Black Marias therefore. led them to their destiny. death. )

ConnectedSocial Surveies: Foregrounding the beliefs and civilization of England and America through their narratives| Discussion of the Elementss and Literary Devices used in Short Stories. Coordinators. and PrepositionsReporting of the Elementss and Literary Devices used in Short StoriesStory function ( utilizing the narrative taken up and the unraveling of the short narrative elements ) Exercises on coordinators and prepositionsReading sessionGroup Activities| Essay WritingStory MappingQuizzes ( Elementss and Literary Devices Used in Short Stories ; Coordinators. and Prepositions| 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 & A ; ThesaurusThe Holy Bible| 7 days| 1. Analyze the distinguishable qualities of the twentieth century British-American short narratives. 2. Explain why and how the subjects in narrations are still prevailing in the literature of all civilizations and of import to people of today. 3. Express emotional reaction to what was presented in the short narrative read. 4. Read. comprehend. discuss and construe British- American short narratives foregrounding their civilization. beliefs and societies. 5. Write expressively utilizing original thoughts. contemplations and observations. 6. Clarify intending to reflect apprehension. reading. application and rating of content. procedures and experiences. 7. Analyze the correct signifiers and maps of comparative pronouns and comparative clauses. 8. Write an drawn-out duologue or extra action for a short narrative. | Culture and Values of the twentieth Century American- British Short StoriesThe Doll’s House by Katherine MansfieldThe Gift of the Magi by O. HenryLanguage Focus: Relative Pronouns and ClausesSubordinators Other narratives: The TroutQualityLocomotiveThe Hack Driver| Analysis of the distinguishable qualities of the twentieth century British-American short storiesWriting a dialogueInterpreting a short narrative in conformity with the ideas and message of the writer Comparing and contrasting| ConnectedValues: Students are encouraged to number their approvals and portion what they have.

ConnectedBible: James 1:9 ( “The Doll’s House”- The narrative shows societal favoritism. But through this poetry. pupils will larn and be reminded of handling people every bit whether they are of the higher or lower class. ) ConnectedBible: Acts 20:35In all things I have shown you that by working hard in this manner we must assist the weak and retrieve the words of the Lord Jesus. how he himself said. ‘It is more blest to give than to have. ’” ( Students will larn the importance of giving. therefore. when they give. it should be heartily. ) | Discussion of the Relative Pronouns/ClausesQ & A ; A ( Students are encouraged to inquire a inquiry related to the short narrative read and the instructor or pupils can reply ) Reading sessionsResearch on the background of the short storiesExercises on comparative pronouns/clausesExchanging Gifts ( pupils exchange little gifts to pattern approval in generousness ) | Writing a dialogueComposition WritingJournals/ ReflectionsVenn Diagramming to demo comparings and contrasts of the features of short narratives of the old and the twentieth century short stories| 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 & A ; ThesaurusThe Holy Bible| 8 days|

1. Write a short narrative with a well-developed organisational construction. sequence of events and inside informations. 2. Trace alterations in a character and depict how these affect the secret plan. 3. Make significance of the chief incidents of a secret plan. their causes. how they influence future actions and how they are resolved. 4. Make significance of the literary devices and techniques to be employed in one’s short narrative. 5. Use engineering in the readying and authorship of a short narrative. 6. Use appropriate tenses of verbs in foregrounding actions and observations. 7. Use right tenses efficaciously in a short narrative. 8. Use a assortment of cohesive devices to do the flow of thought smooth and effortless in a short narrative. 9. Analyze. review and concept significance of a short narrative. 10. Measure ain and others’ short narrative. | WRITING A SHORT STORY USING THE NARRATIVE ELEMENTS AND DEVICESLanguage Focus: Simple Past vs. Past Perfect tensePresent Perfect tense Future Perfect TenseDirect DiscourseThe Cask of Amontillado by Edgar Allan Poe| Short Story writingCreating a logical order of events in composing a short storyUsing sensory inside informations and nonliteral linguistic communication in composing a short storyNarrative writingInterpreting and reviewing a short narrative in conformity with the ideas and message of the writer Constructing sentences with the right usage of tensesAssessing ain and others’ work utilizing set of rubrics| ConnectedBible: Romans 12:19 ( The cask of Amontillado includes a character who plans to take retaliation on another character and finally put him to decease. This poetry will assist and promote pupils to cognize that the retribution is the Lord’s merely. ) ConnectedComputer: The usage of engineering in the readying and authorship of a short story| Discussion on the Perfect Tenses and Figurative LanguageReading SessionExercises on the Perfect TensesWriting one’s adventuresome experienceIdentifying the narrative elements of the short narrative 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 Guide ( English Grade 9 dated January 23. 2013 ) Curriculum and Teaching Guide in English III ( Bureau of Secondary Education ) Merriam-Webster English Dictionary & A ; ThesaurusThe Holy Bible|

Second GRADING ( DRAMA ) |
Time Frame| Specific Objectives| Content| Skills| Subject Integration| Methods| Evaluation| References| 8 days| 1. Explain the different characteristics. elements and historical development of British-American play. 2. Analyze the characteristics. elements of and historical development of British-American play. 3. Express feelings and traits about a drama through varied activities. 4. Exhibit competences in making proficient research authorship. 5. Compare and contrast characteristics and elements of British and American play. 6. Identify and measure the elements. characteristics and historical development of British-American play utilizing appropriate modals.
7. Infer character traits through a movie demoing. 8. Relate play subjects to existent life experiences. 9. Reflect on the tempers and tones of the character| ELEMENTS. FEATURES. AND HISTORICAL DEVELOPMENT OF BRITISH AND AMERICAN DRAMASSteps in Technical Research WritingLanguage Focus: ModalsRomeo & A ; Juliet by William Shakespeare| Researching on the beginning of dramaResearch composing about dramaRole-playing on the assigned dramaComparing and Contrasting characteristics and elements of dramaInferring character traits| ConnectedHistory: Foregrounding the origin/ the historical development of British and American DramasConnectedBible:1 Corinthians 13 ( The narrative contains a subject about love which ended tragically. On the other manus. pupils will be reminded of the existent significance of love through this poetry. Thus. forestall them from making the incorrect things for love. ConnectedTechnology: The usage of cyberspace as a beginning for the research study and for publishing it out in an MS Word format| Discussion on the stairss of doing a research study and modalsReporting on the basic elements of dramaExercises on modalsRole-playing on the assigned drama| A Research Report on a Drama chosenQuizzes ( Modals. Types of Discourse ) Role PlayCompare and Contrast characteristics and elements of drama| English Communication Humanistic disciplines 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 & A ; ThesaurusThe Holy Bible| 8 days|

1. Make significance of the duologues used in the British-American play. 2. Describe duologues and other typical characteristics of British- American play. 3. Show a clear differentiation among dominant subjects and narrative lines in British-American play 4. Make a clear and interesting account about British and American people and their literary heritage. 5. Exhibit cognition in executing an aside. 6. Assess ain public presentation of an aside. 7. Analyze the feelings conveyed by the duologue 8. Sympathize with the functions performed in the drama. 9. Acknowledge the value of duologue and other typical characteristics of the British-American play. | DIALOGUE AND OTHER DISTINCTIVE FEATURES OF BRITISH- AMERICAN DRAMAThe Nature of DialoguesStyle used by Dramatists in Writing DialoguesOther Distinctive Features of British-American DramaHamlet by William ShakespeareLanguage Focus: Wordss and Phrasal Modifiers| Writing DialoguesMaking-meaning of the duologues as used in British-American DramaAssessing ain and others’ performance| ConnectedValues: Students will larn the value of forgiveness after they read the narrative “Hamlet” ; They will besides larn the value of one’s life. | Discussion on the stairss of making an ASIDERole-playing on the assigned dramaExercises about ASIDE. monologue. and monologue| Oral RecitationsQuiz on Phrasal ModifiersOutput: ASIDE PerformancePeer 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 & A ; ThesaurusThe Holy Bible| 6 days|

1. Explain how word picture. secret plan construction. and lines are enhanced by dramatic conventions. 2. Describe how assorted dramatic conventions such as masks. chants. autochthonal music. and reliable stuffs enliven the public presentation of a dramatic soliloquy. 3. Critic play conventions and phase waies drills. 4. Translate play subjects and character description to conventions and bringing of lines. 5. Use subordinators and clause qualifiers right. 6. Acknowledge the value of conventions and phase waies in enriching the content of British-American play. | DRAMATIC CONVENTIONS AND MECHANICS OF STAGE DIRECTIONS OF BRITISH-AMERICAN DRAMAThe Merchant of Venice by William ShakespeareLanguage Focus: SubordinationClause Modifiers| Writing an original scriptWriting sentences utilizing appropriate subordinators and clause modifiersActing/ role-playing | ConnectedArts: Students apply accomplishments and creativeness in phase design ( e. g. backgrounds. illuming. props. costume ) | Exercises on Clause ModifiersDiscussion on the stairss on composing a book. the constituents of phase directionsReporting on the stairss of composing a book and the constituents of stage way. celebrated dramatists 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 & A ; ThesaurusThe Holy Bible| 3 days|

1. Perform a play presentation foregrounding its mechanics. 2. Explain relevancy of play and civilization. 3. Exhibit one’s accomplishments in moving through function drama presentations. 4. Share personal experiences associating to the play’s subject. | THE BRITISH-AMERICAN DRAMAShakespearean Plays| Recognizing mistakes and defects through play rehearsalsSharing personal experiences associating to the subject of the play| ConnectedSocial Studies: The relevancy of play and civilization ( Describe the civilization from which the drama was originated. ) | Sharing of penetrations 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|

Third GRADING ( POETRY ) |
Time Frame| Specific Objectives| Content| Skills| Subject Integration| Methods| Evaluation| References| 8 days| 1. Acquire functional cognition on the elements and characteristics of British-American poesy 2. Identify characteristics and elements of British-American poesy which are regarded as cosmopolitan 3. Take note of the alone civilization. belief and society highlighted in British-American poesy 4. Relate good with the important human experiences reflected in British-American verse forms 5. Pull out similarities and differences between British- American and Philippine poesy 6. Use literary devices in composing verse forms 7. Make usage of adjectives and adjectival clauses in poesy 8. Exhibit adept usage of adjectives and adjectival clauses in composing an analysis of an heroic poem 9. Produce a well-written analysis of an epic| STRUCTURE AND FORM OF ANGLO – SAXON EPICUnique Culture. Belief and Society Highlighted in British-American PoetryDifferences between British-American and Philippine Poetic PiecesLiterary Devices Used in British-American Lyric PoetryAnalysis of an Epic poem: The Story of BeowulfLanguage Focus: Adjectival and Adjectival Clauses| Reporting on the Elementss of Poetry. Features of EpicDifferentiating British-American and Philippine Poetic piecesAnalyzing an EpicInterpreting or analysing an heroic poem through placing its elementsWriting sentences with appropriate adjectives and adjectival clauses| ConnectedHistory: The survey of the civilization. belief and society which are highlighted in British-American PoetryConnectedValues: Students will be reminded of the qualities of a good leader after reading the narrative of Beowulf who led his work forces and saved them from the custodies of the enemy| Reporting on the Elementss of Poetry. Features of EpicInterpreting or analysing an heroic poem through placing its elementsInteractive treatment on Adjectives and Adjective ClausesReading. so sharing of ideas. lessons and thoughts learned from the story’s themeExercises on Adjectives and Adjective Clauses| Analysis of an Epic Poem ( Output ) Quiz on Adjective and Adjective clausesWriting Activity utilizing appropriate adjectival clauses| 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 & A ; ThesaurusThe Holy Bible| 8 days|

1. Single out dominant subjects and characteristics in British-American Poetry 2. Determine the impact of nonliteral linguistic communication on measuring thoughts. information and experiences contained in lyric verse forms. 3. Distinguish Shakespearian from Spenserian sonnet 4. Gather sufficient inside informations on the function of imagination. beat. and literary devices in the development of British – American Poetry 5. Relate good with the important human experiences covered in assorted lyric verse forms 6. Acknowledge linguistic communication characteristics in Lyric Poetry 7. Use transitional devices foregrounding comparing and contrast in composing lyric verse forms and in the production of the lyric verse form analysis 8. Exhibit adept usage of comparing and contrast transitional markers in composing verse forms 9. Produce a well-written analysis of a lyric verse form. | Meaningful PERCEPTIONS IN BRITISH- AMERICAN LYRIC POETRYThemes and FeaturesFigurative LanguageShakespearean and Spenserian SonnetsRole of Imagery. Rhythm. and Literary Devicess in British-American PoetryAnalysis of a Lyric Poem: A Song to Celia by Ben JonsonLanguage Focus: Transitional Devicess Foregrounding Comparison and Contrast| Interpreting Shakespearean and Spenserian SonnetsRecognizing the functions of the elements and characteristics of a lyric poetryComparing and contrasting utilizing transitional devicesAnalyzing a Lyric Poem| ConnectedMusic: Singing out the wordss of a vocal while bearing in head the significance and content of the songConnectedValues: Through the verse forms. scholars will be able to larn different values and lessons highlighted. | Reading of Lyric PoemsDiscussion on Transitional DevicesSharing of penetrations on a Lyric Poem| Quiz on Figurative Languages/ transitional devicesWriting a Lyric Poem ( a vocal ) End product: 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 & A ; ThesaurusThe Holy Bible| 8 days|

1. Expound on the mutuality of the elements and characteristics of British-American poesy 2. See the dominant subjects and emotional entreaty of most British-American verse forms 3. Deepen and reassign important human experiences reflected in assorted English-American verse forms 4. Enrich poem’s quality through the usage of form words and alone sentence structure 5. Produce a verse form for Poetry slam 6. Follow the right arrangement of qualifiers to capture the images in verse forms 7. Conform with and put to death good the instructions in executing a poesy sweep 8. Record the quality of public presentation during the presentation of poesy slam| ELEMENTS AND FEATURES OF POETRY/ POETRY SLAMThemes & A ; Assortments of Emotions in British-American PoetryLiterary Devices Considered by British-American PoetsPoetry SlamSample Poems: Small Lamb/ The Tiger by William BlakeLullaby by Louisa May AlcottOne Morning by Paul Kekal Manansala ( Filipino ) How Do I Love Thee? By Elizabeth Barrett BrowningPoems by Emily DickinsonLanguage Focus: Misplaced and Dangling Modifiers| Performing a poesy slamCreating a blame rendering of a poemInterpreting a verse form through contracting down its elementsCorrecting misplaced and swinging qualifiers in sentencesProducing ain verse form to be used for the poesy slam| ConnectedMusic: The usage of beat and round in presenting a rap/ executing a poesy slamConnectedValues: ( Values highlighted in each verse form will be discussed and/or identified ) | Discussion on Slam 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 & A ; ThesaurusThe Holy Bible|

FOURTH GRADING ( ESSAY ) |
Time Frame| Specific Objectives| Content| Skills| Subject Integration| Methods| Evaluation| References| 5 days| 1. Explain the different signifiers. construction. linguistic communication. entreaty. maps and criterions of advertizements. 2. Analyze the different signifiers. construction. linguistic communication. entreaty. maps and criterions of advertizements. 3. Express feelings towards advertizements through varied activities 4. Exhibit competences in making a convincing and quality advertizement. 5. Compare and contrast signifiers and construction of advertizements. 6. Associate advertizements to existent life experiences. | BASIC FORMS AND STRUCTURE OF ADVERTISEMENTSForms. Structure. Language. Appeal. Functions and Standards of AdvertisementsLanguage Focus: Logical Fallacies Through S-V Agreement ( Indefinite Pronouns as Subjects ) Sample: Love is a Fallacy by Max Shulman| Comparing and contrasting signifiers and constructions of advertisementsIdentifying mistakes through subject-verb agreementCreating a convincing and quality advertisement| ConnectedLogic: Learning about logical false beliefs through S-V agreementConnectedBible: “Love” 1Cor 13:4 ( Learners will bear in head the existent significance of love. non the bogus 1. ) | Discussion on Subject and Verb Agreement. Techniques in Making AdvertisementsBrainstorming 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 made| 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 & A ; ThesaurusThe Holy Bible| 5 days|

1. Explain the distinguishable signifier. content. parts. tone and manner of an unfastened missive 2. Express feelings and traits about a an unfastened missive through varied activities 3. Exhibit competences in composing an unfastened missive. 4. Compare and contrast characteristics and elements of an unfastened missive to other signifiers of essays. 5. Identify and assess connections for cause-effect /problem-solution relationship 6. Use transitional markers in composing an unfastened missive. | BASIC FORMS AND STYLES OF OPEN LETTERDistinct Form. Content. Partss. Tone and Style of an Open LetterLanguage Focus: Connections for Cause-Effect/ Problem-Solution RelationshipTransitional markers Samples: Open Letter from Sami Yusuf to Yvonne RidleyOpen Letter to Pope Benedict XVI. etc. | Comparing and Contrasting characteristics and elements of an unfastened missive to other signifiers of essaysAssessing and/or identifying connections for cause-effect relationshipWriting an Open LetterProofreading ain and peer’s workWriting a contemplation based on the consequences of a survey| ConnectedSocial Surveies: Social issues like political relations. etc. are being focused in the reading and devising of the unfastened letterNestedTechnology/ Internet: The usage of a societal networking site to garner replies for a short study inquiry about the importance of doing oneself competent| Discussion on Open Letter. Transitional MarkersExercises on Transition MarkersReading SessionMaking a short study on the inquiry: “How of import is doing yourself competent in carrying others about your ideas and feelings? ” utilizing an history in any societal networking siteGroup Discussion on Current 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 & A ; ThesaurusThe Holy Bible| 5 days|

1. Write a persuasive essay. 2. Use parallel and balanced sentence constructions in unwritten and written communicating. 3. Explain statement made in persuasive essay. 4. Evaluate critically the facts and grounds to be included in the presentation of a persuasive essay. | THE BASICS OF WRITING A PERSUASIVE ESSAYLanguage Focus: Sentence StructuresDirect and Indirect SpeechSamples Essays: Of Surveies by Francis BaconSelf-Reliance by Ralph Waldo Emerson| Writing a Persuasive EssayGiving illustrations of direct and indirect discourseIdentifying sentence constructions correctly|
ConnectedValues: The value of surveies as highlighted in the essayConnectedBible: “Trusting Oneself”If God be for us. who can be against us. -Romans 8:31/Trust in the LORD with all your bosom and thin non on your ain apprehension ; in all your ways acknowledge him. and he will do your waies directly. Proverbs 4:5 ( These are merely some of the poetries which would associate much to the essay “Self-reliance” . | Discussion on composing 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 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 & A ; ThesaurusThe Holy Bible|

First Rating Period

Time Frame| Specific Objectives| Content Topic| Skills | Subject Integration| Methods/Strategies/Techniques| Evaluation| References| | 1. Use appropriately coordinators and prepositions in composing. 2. Identify the elements of the short narrative and distinguish each. 3. Explain how each component of the short narrative creates a meaningful short narrative. 4. Write an essay analysing the elements of a narrative and the literary devices employed by the writer. | Elementss ( and Literary Devices used ) of Short StoryCoordinatorsPrepositionsThe Pardoner’s Tale by Geoffrey Chaucer| Essay composing on analysis of the short narrative elementsComparing and contrasting of the different elements of the short storyInterpreting a short narrative in conformity with the ideas and message of the writer | Bible: Students are encouraged to larn the importance of money in their lives. 1 Timothy 6:10History: Historical background of the writer and the narrative of The Pardoner’s TaleSocial Studies: Highlight of the beliefs. civilization. and societies on the literature read| Discussion of the Elementss and Literary Devices used in Short Stories. Coordinators. and PrepositionsReporting of the Elementss and Literary Devices used in Short StoriesInnovative Strategy: Narrative map ( utilizing the narrative taken up and the unraveling of the short narrative elements ) Exercises on coordinators and prepositionsReading session| Essay writingQuiz on the Elementss and Literary Devices used in Short Stories. Coordinators. and Prepositions| | |

1. Analyze the distinguishable qualities of the twentieth century British-American short narratives. 2. Write an drawn-out duologue or extra action for a short narrative. 3. Analyze the correct signifiers and maps of comparative pronouns and comparative clauses. | The Culture and Values of the twentieth British & A ; American Short StoriesRelative Pronouns/ClausesThe Doll’s House by Katherine MansfieldThe Gift of the Magi by O. Henry| Analysis of the distinguishable qualities of the twentieth century British-American short storiesWriting a dialogueInterpreting a short narrative in conformity with the ideas and message of the writer Comparing and contrasting| Bible: Students are encouraged to portion what they have. Technology: The duologue must be written in MS Word format. History: Facts on Magi will be discussed and the background of the writers. | Discussion of the Relative Pronouns/ClausesQ & A ; A ( Students are encouraged to inquire a inquiry related to the short narrative read and the instructor or pupils can reply ) Reading sessionsResearch on the background of the short storiesExercises on comparative pronouns/clausesInnovative Scheme: Exchanging Gifts ( pupils exchange little gifts to pattern approval in generousness ) | Writing a dialogueComparing and Contrasting features of the short narratives of the old and the twentieth century short storiesPeer redaction of the dialogue| | |

1. Write a rich. originative. and insightful short narrative based on personal contemplations. observations. and experiences. 2. Write a short narrative with a well-developed organisational construction. sequence of events and inside informations. 3. Elaborate thoughts through the usage of sensory inside informations. vivid words. and nonliteral linguistic communication to assist readers clearly visualize events in the narrative. 4. Use appropriate tenses in narrating events. | Narrative Elementss Used in Writing a Short StoryThe Present Perfect TenseThe Past Perfect TenseThe Future Perfect TenseThe Cask of Amontillado by Edgar Allan Poe| Short narrative writingCreating a logical order of events in composing a short storyUsing sensory inside informations and nonliteral linguistic communication in composing a short storyNarrative writingInterpreting a short narrative in conformity with the ideas and message of the writer | Technology: The short narrative must be written in MS Word format. Bible: Students are encouraged to cognize that the retribution is the Lord’s merely. Romans 12:19Arts/Technology: They will see images and depict them utilizing nonliteral linguistic communication. History: Background of the writer Edgar Allan Poe and his work| Discussion on the Perfect Tenses and Figurative LanguageReading SessionExercises on the Perfect TensesWriting one’s adventuresome experienceIdentifying the narrative elements of the short narrative readInnovative Scheme: Dramatic Reporting ( aside from discoursing perfect tenses. pupils are to move out illustrations of perfect tenses for better apprehension ) | Writing a Short StoryShort Story Presentation ( Project ) Quiz on the Perfect Tenses| |

Second Grading Period
Time Frame| Specific Objectives| Content Topic| Skills| Subject Integration| Methods/Strategies/Techniques| Evaluation| References| | 1. Research on the historical background of a certain play. 2. Make a research study on a certain play. 3. Use modals right in composing sentences. | Elementss. Features. and Historical Development of British and American DramasModalsTypes of DiscourseRomeo & A ; Juliet by William Shakespeare| Researching on the beginning of dramaResearch composing 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 study must be written in MS Word Format| Discussion on the stairss of doing a research study and modalsReporting on the basic elements of dramaExercises on modalsRole-playing on the assigned drama| Research ReportPeer Evaluation on the Research ReportQuiz on ModalsPresentation of Research Reports| | | 1. Perform an ASIDE. 2. Analyze the importance of the ASDIE. monologue. and soliloquies on the drama. | Dialogue and other Distinctive Features of British-American DramaWord and Phrase ModifiersHamlet by William Shakespeare| | | Discussion on the stairss of making an ASIDERole-playing on the assigned dramaExercises about ASIDE. monologue. and monologue| ASIDE PerformancePeer Evaluation on the ASIDE performed| | | 1. Write a book for the phase. 2. Use the conventions of phase way. 3. Analyze the devices and dramatic
conventions used in a drama. | Dramatic Conventions and Mechanicss of Stage Direction of British-American DramaThe Merchant of Venice by William Shakespeare| | | Discussion on the stairss on composing a book. the constituents of phase directionsReporting on the stairss of composing a book and the constituents of stage way. celebrated dramatists and their stylesRole-playing on the assigned dramaDrama Viewing| Script writingPeer Evaluation on the ScriptCritical Analysis of a Stage Play| | | 5. Perform a play presentation. 6. Explain relevancy of play and civilization. | The British-American Drama| | | Sharing of penetrations on British and American DramaRehearsal for Drama| Drama Presentation ( Project ) | |

Third Grading Period
Time Frame| Specific Objectives| Content Topic| Skills| Subject Integration| Methods/Strategies/ Techniques| Evaluation| References| | 1. Write an analysis for an heroic poem verse form. 2. Explain the features of an heroic poem verse form. 3. Write a narrative or heroic verse form utilizing the erudite characteristics and elements. 4. Use appropriate adjectives and adjectival clauses in composing a verse form or in unwritten and written communicating. | Structure and Form of an Anglo-Saxon EpicAdjectivesThe Story of Beowulf| | | Reporting on the Elementss of Poetry. Features of EpicDiscussion on the Elementss of Poetry. Features of Epic. and Adjectives and Adjective ClausesReading SessionSharing of ideas 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 verse form. 2. Write a lyric verse form. 3. Use transitional devices in composing a lyric verse form or in unwritten and written communicating. | Literary Devicess Used in a Lyric PoemTransitional devicesA Song to Celia by Ben Jonson | | | Reading of Lyric PoemsDiscussion on Transitional DevicesSharing of penetrations on a Lyric Poem| Analysis of a Lyric Poem ( Project ) Writing a Lyric Poem| | | 1. Perform slam poesy in a group. 2. Use and topographic point right qualifiers in composing a verse form or in unwritten and written communicating. 3. Write an original verse form. | Elementss 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
Captain! 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| |

Fourth Grading Period
Time Frame| Specific Objectives| Content Topic| Skills| Subject Integration| Methods/Strategies/Techniques| Evaluation| References| | 1. Use capable and verb understanding suitably in unwritten and written communicating. 2. Make an advertizement. 3. Explain one’s value and intent of the advertizement 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 Subject and Verb AgreementReading Session| Produce an advertisementAdvertisement Presentation ( Project ) Peer Evaluation on the Advertisement madeQuiz on Subject and Verb Agreement| | |

1. Write an unfastened missive. 2. Use appropriate transitional markers in composing an unfastened missive or in unwritten and written communicating to present the right message to the audience. 3. Measure groundss and grounds critically to fix a just unfastened missive. | 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 constructions in unwritten and written communicating. 7. Explain statement made in persuasive essay. 8. Evaluate critically the facts and grounds to be included in the presentation of a persuasive essay. | The Basicss of Writing a Persuasive EssaySentence StructuresDirect and Indirect Speech| | | Discussion on composing 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
Discussion of Opinions| Writing a Persuasive EssayQuiz on Sentence Structures and Direct and Indirect SpeechPresentation on Persuasive Essay ( Project ) Peer Evaluation on Persuasive Essay| |

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