Grade 9 English Module
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Grade 9 English Module



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Grade 9 English Module

  1. 1. DRAFT April 10, 2014 1    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 a difference in your life. This can enhance your understanding of the world. Somehow you have to continue finding out just 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. YOUR OBJECTIVES Charting the course 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 to view  provide words or expressions appropriate for a given situation  analyse 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.
  2. 2. DRAFT April 10, 2014 2    Since your path is clear, you are now ready for YOUR INITIAL TASKS Task 1 Three Minutes Letter Search Riddle Game  Read each statement closely, and search for the missing letter as suggested by each statement. 1. I am the first letter of right. 2. You’ll find me in boar but not in bear. 3. I’m in the middle of ceiling. 4. You’ll find me in ore but not in our. 5. I have the sound of sea.  Put the letters together to come up with the answer to this riddle. What is it in life that I have to perform? ___ ___ ___ ___ ___  The first one to give the correct answer wins. Task 2 All For the BEST You most probably have the best plans for your life at home, in school, in your career and family because you have roles to perform. What could these roles be?  Form small groups of five and take turns in answering these questions. 1. What kind of role in life a. interests you most? b. helps put you in a happy mood? c. You prefer/ enjoy doing? You like best? 2. What are your talents or things you can do well? Give the reasons for your choices.  Make a list of all of them in the following table. ROLE in Life that I Interests me most I prefer or enjoy doing I like best Puts me in a happy mood Talents / Things I can do well Reasons  Share and compare your lists with other groups.  Add items from others’ lists to yours.
  3. 3. DRAFT April 10, 2014 3     Keep your list for future use. Task 3 INSPIRATIONS You admire people primarily because of the roles they perform in making a difference not only in their lives, but also in others’ lives. They inspire you because they have achieved something special in the field that also interests you.  Pair up and reflect on these questions: - Who do you consider as an inspirational person who is very effective in performing his/her role in life? - What do you think are his/her qualities that lead him/her to become successful in performing his/her role in life?  Recall the name of the person (you know personally or through reading or through watching a movie) who has been successful in performing an important role in his/her life.  List the qualities of this person that you and others share.  Share your list with your classmates. Task 4 EFFECTIVE? PARTIALLY…INEFFECTIVE?  Interview at least five classmates and find out how they perform their roles in life.  Note their responses.  Copy the chart shown below and plot it with the entries called for. WAYS TO PERFORM LIFE ROLES INEFFECTIVE PARTIALLY EFFECTIVE EFFECTIVE Qualities  Qualities  Name    ______ __________
  4. 4. DRAFT April 10, 2014 4     Share your findings with the class. Task 5 LOOKING BACK Obviously, you are aware that life is a continuos journey. Your present plans have something to do with your past experiences and your plans for the future. Why don’t you  look back at the roles you played before, and zero in on the most important one for you?  Think of how it differs from the role you are playing now.  Plot what were the roles you played before, what role you are playing now and what you hope to play in the future.  Specify how you feel about it and how you fare in performing it. ROLES in life I Played before How I felt about it Am playing now How I feel about it Hope/ wish to play in the future Reason/s  Look back at the ideas you listed in All For The BEST phase. Find out which of them you’ll change or add to the ones in the chart.  Share and compare your ideas with a partner.  Report back to the class. Task 6 FOCUS QUESTIONS Hopefully, through your understanding of the overriding and underlying concepts plus the tasks / activities you’ve engaged in in this lesson you’ll surely be able to answer the FOCUS (BIG ) Questions: What roles can I perform that will make a difference in my life? Why is it important to recognize my roles in life? How can I perform my roles in life effectively? Remember these questions as you work on the phases of this lesson.
  5. 5. DRAFT April 10, 2014 5     List logical temporary answers to the focus questions. Answering them will surely help you make a difference in your life. Copy the chart shown below and fill it out with your responses. Task 7 What do I expect/ need / hope to learn?  Write what you expect / need / hope to learn in this lesson.  As you explore this lesson, you can add / answer the questions and consider how the tasks will not only help you understand the language and literary concepts, but also help you shape your life. Be reminded of these expectations as you work on the following phases of this lesson. What I expect/ need / hope to learn ----------------------------------------------------------------------------------------- ----------------------------------------------------------------------------------------- ----------------------------------------------------------------------------------------- ----------------------------------------------------------------------------------------- ----------------------------------------------------------------------------------------- ----------------------------------------------------------------------------------------- ----------------------------------------------------------------------------------------- ----------------------------------------------------------------------------------------- --------------------------------------------------------------------------------------- ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ __________________________________________________________________________ 
  6. 6. DRAFT April 10, 2014 6    YOUR TEXT This phase will crystallize your knowledge and understanding of your target concepts and skills through deeper exploration of the poem in focus. Doubtlessly, you know that appreciating a poem is like appreciating a picture, photo, illustration or drawing. Task 8 Ten minutes IMAGE Talk Although it is never stated, you as a reader/ viewer can infer thoughts, feelings and intention based on the details of information presented in the photo / picture or drawing. You can focus on the lines, angles, colors, even shapes of the objects/ images presented and relate them to real life experiences for you to understand its message/ meaning.  Pair up, and look closely at the drawing.  Talk about / discuss what it communicates to you.  Use the following guide questions. .  What do you think the drawing wants/ intends you to believe?  Does it suggest/ answer the question: What roles can I perform that will make a difference in my life?  How closely do you think/ believe the drawing matches your mental image of recognizing and performing roles in life? Prove your point.  What details of the drawing tell you about recognizing and performing roles in life?  How well do you think/ believe the drawings/ illustrations fit the value of recognizing and performing roles in life?  How does the picture make you feel about recognizing and performing roles in life?  After 10 minutes, convene and share your responses.  Find common grounds about your ideas. (  At the harbour, a teenager is looking intently   at the giant incoming ship  full of people wearing different costumes; these smiling  people are waving to  the teenager as if  they’re beckoning him/her to join them.) 
  7. 7. DRAFT April 10, 2014 7    Task 9 For SIGNIFICANT HUMAN EXPERIENCES Reading a poem paves the way to making meaning in life. It allows you to share certain experiences. Oftentimes, you find you share something in common with that experience that makes the poem meaningful. This is when you think back and recall a time when you have much in common with the same experience than what you originally thought. The poem speaks to you as you explore the human condition. Now, find out how the poem “The SEVEN AGES OF MAN” from the comedy “AS YOU LIKE IT” by William Shakespeare provides cherished pieces of information about the human condition.  Listen to your teacher read the poem.  As you listen to your teacher read the poem, read it silently and watch out for words which are difficult for you to understand. List them in your vocabulary notebook and have them as entries in your word bank. THE SEVEN AGES OF MAN (from: “AS YOU LIKE IT” ) by: William Shakespeare All the world’s a stage, And all the men and women are merely players; They have their exits and entrances, And one man in his time plays many parts 5 His acts being seven ages. At first the infant, Mewling and puking in the nurse’s arms; And then the whining school boy, with his satchel And shining morning face, creeping like snail Unwillingly to school. And then the lover, 10 Sighing like furnace, with a woeful ballad Made to his mistress’ eyebrow. Then a soldier Full of strange oaths, and bearded like a pard, Jealous in honor, sudden and quick in quarrel, Seeking the bubble reputation 15 Even in the cannon’s mouth. And then the justice, In fair round belly with good caper lined, With eyes severe and beard of formal cut, Full of white saws and modern instances; And so he plays his part. The sixth age shifts 20 Into the lean and ,slippered pantaloons, With spectacles on nose and pouch on side; His youthful hose well saved, a world too wide For his shrunk shank; and his big manly voice, Turning again toward childish treble, pipes 25 And whistles in his sound. Last scene of all, That ends this strange eventful history, Is second childishness and mere oblivion, Sans teeth, sans eyes, sans taste, sans everything.
  8. 8. DRAFT April 10, 2014 8    Poetry is a personal type of writing where words flow and carry you along the realms of beautiful thought. What really contribute to the poem’s meaning? Doubtlessly, you know that the orchestration of sounds, story, sense and form brings about “life” in a poem you read. That absolutely drives you to “feel” life in it. Some poems are full of words that are fun to say aloud. You can express the meaning of the words by reading them aloud and you can use your voice to express their meaning.  In small groups of five, read the poem, “The SEVEN AGES OF MAN” from the comedy “AS YOU LIKE IT” by William Shakespeare aloud.  Decide who will be the first, second, third, fourth and fifth readers.  Try to make the meaning of the words come alive through using good expressions.  Remember to produce the correct critical consonant sounds in words like: in /s/ - s, z, sh, or zh. e.g sooth - /s/ zoo - /z/ shoe-/sh/ sure /zh/  Watch out for words in the poem that have the same sounds.  Also think back on the importance of using appropriate stress to words you’ll read to convey meaning. e.g. SEven PLAYers MEWling INfant, PANtaloons aGES sPECtacles obLIvion  Remember that the parts in capital letters receive the primary stress / ‘ /. Stress the words properly.  Read the poem aloud again. Use the appropriate stress and produce the correct sounds of the letters that make up the words. Task 10 SGDW ( Small Group Differentiated Works) Form eight (8) small groups and perform your assigned tasks. Group 1 Looking for Rhymes Remember that rhyme is part of what we mean when we say poetry is musical. When the ending sounds of words are repeated, we call it rhyme. Rhyming words do not appear only at the end of the lines ( end rhyme) in poems, but they may appear within the line ( internal rhyme). e.g. “ I think that I shall never see A poem as lovely as a tree. “ [ see-tree]--- end rhyme “ the crows in boughs throws endless brawls” -- internal rhyme Some poems rhyme; others don’t. But one thing is sure, each poem captures moments in time, feeling, thoughts and experiences. Though this poem is a sample of BLANK VERSE ( poetry with an unrhymed iambic pentameter lines) that was widely used by Shakespeare, it contains internal rhyme.  Read the poem once more and spot the words that rhyme.
  9. 9. DRAFT April 10, 2014 9     Make a list of these rhyming words, and determine which are examples of internal rhyme and end rhyme.  Copy the table as shown below, and fill it out with the appropriate entries. RHYMING WORDS in “The SEVEN AGES OF MAN” END RHYME INTERNAL RHYME  .Share your findings with the other groups. Group 2 The Best CLUE The poet uses words that suggest sounds at the same time describe actions being made. ONOMATOPOEIA is a sound device used by poets to suggest actions, movements and meanings. e.g. The hissing of the snake made me shoo it away. The bubbling brook breaks  Read the poem aloud once more, and watch out for words that suggest sounds of movements, actions and meaning.  Find examples of onomatopoeia in the poem .  Picture each word in your mind, and try to bring each image in clear focus.  Use the following questions to guide you.  What does it look like?  What kind of sounds does it make?  How does it move?  List them in the table shown below. ONOMATOPOEIA in “The SEVEN AGES OF MAN” Sample line / words It looks like The sound it makes How it moves  Share your findings with the other groups. Group 3 A 2 & C ( ALLITERATION, ASSONANCE and CONSONANCE) Other interesting features of a poem that make it musical is the presence of sound devices like alliteration,assonance and consonance. ALLITERATION is the repetition of consonant sounds at the beginning of the words like: doubting, drearing dreams no mortal enter dared to dream before. --- Edgar Allan Poe, from “The Raven”
  10. 10. DRAFT April 10, 2014 10    while ASSONANCE calls for the repetition of vowel sounds within words; e.g. along the window sill, the lipstick stabs glittered in their steel shells. – Rita Dove, from “Adolescence III” CONSONANCE is the repetition of consonant sounds within and at the end of the words. e.g. Some late visitor entreating entrance at my chamber door --- E.A. Poe, from “The Raven”  Read the poem again, and look out for words or lines that sound like they are examples of alliteration, assonance and consonance.  List all of them and chart them on the space provided below. From : The Seven Ages of Man by: William Shakespeare Alliteration Assonance Consonance  Share your findings with the other groups. Group 4 IMAGERY Through the words used by the poet, as expressed by the “persona” / speaker, the vivid images, clear sounds, and exact feelings are clearly conveyed. The descriptions help in making sense of the poem.  Read the poem silently and think of the images the words created in your mind.  Picture them in your mind and try to bring them in clear focus.  List these words that create clear pictures in your mind.  Share the feeling each image evokes.  Point out the real life experience or observation in life that each image suggests.  Copy the chart shown below and fill it out with the entries called for. IMAGERY in “SEVEN AGES OF MAN” Words/ Lines Images Created Feelings Evoked Meaningful Experience  Share your findings with the other groups.
  11. 11. DRAFT April 10, 2014 11    Group 5 WORD Bank One way to enlarge your vocabulary is to build a Word Bank. A Word Bank is a collection of words that you can use for special purpose/ appreciate for a given situation.  Read the poem silently, and look out for words in the poem that fit each description below. 1. a lyric poem that tells a story ____________ 2. a fat chicken ____________ 3. crying ____________ 4. promises or pledges to accomplish ____________ 5. display unconsciousness or nothingness ____________ 6. throwing up or vomiting due to sickness ____________ 7. a school bag ____________ 8. refers to stem or branch ____________ 9. produces a high sharp sound ____________ 10.unhappy or sorrowful sound ____________  Check if these words you have unlocked are also found in your list of loaded/ heavy words you made earlier.  Add those words which are unlocked to your Word Bank.  Copy the Chart shown below, and fill it out with your loaded / heavy/difficult words and their meanings.  New / heavy/ loaded Word Meaning Sentence  Share your findings with the other groups. Group 6 & 7 Meaningful Encounter A poem is a meaningful musical expression of significant human experiences where powerful words are used to signify the beauty and grandeur of life. These powerful words give hue to important messages.  Read the poem silently to find its meaning.  Reflect on and discuss the answer to each of the following questions. For Group 6 1. What comprises the seven ages of man or stages in life of man according to the poem?
  12. 12. DRAFT April 10, 2014 12    2. Describe the school boy’s attitude towards school? How do you feel about these pictures of childhood? 3. What is compared to the” stage” in the first two lines? How are the two related? 4. In Lines 13 & 14, what is compared to “reputation’? 5. What other comparison are used in the poem? Which are examples of metaphor? Which are examples of simile? 6. According to the speaker or “persona” in the poem, what physical and mental changes take place as a man reaches the sixth and seven ages? 7. Do you agree with the persona’s description of old age? Why? 8. What other acceptable descriptions of old age can you think of? 9. In the last line of the poem, the word SANS is repeated. What do you think is the purpose of repeating it four times? 10.Repetition is a central part of poetry that adds to the enjoyment of a poem. Words, phrases or lines are repeated to serve a purpose. Poets often make sure their words stay in the reader’s mind. Does it help in the understanding of this poem’s meaning? Find other examples of REPETITION in the poem. List them. 11. What effect does the word it have in the description of the last stage of man? For Group 7 12. How are the seven ages of man described by the persona? 13. How do the roles of man differ based on the persona’s description? 14. Do you think the persona has a great understanding of the universal experience of man performing a role in each stage? Explain. 15.Which lines describe the roles in life that man performs? 16.Under what circumstances may it be better to be young rather than be old or vice versa in performing roles in life? 17.How does the poem make you feel about the importance of recognizing and performing a role in life effectively? 18.Why is it acceptable/ better to recognize and perform your role in life? 19.How does the poem make you think of the importance of recognizing and performing a role in life effectively? 20.What are the advantages and disadvantages of not recognizing and performing your roles in life? 21.What would be the most effective way of performing your role in life?  Share your responses with the other groups.
  13. 13. DRAFT April 10, 2014 13    Group 8 Connect to Life  Answer the following guide questions  Which part makes / drives you to think of someone/ something in real life?  What kind of roles in life are conveyed in the poem?  What line(s) suggest how one can be effective in performing one’s role?  Is the message of the poem worthwhile? Prove your point.  How important is the poem’s message in your life?  Share your responses with the other groups. Task 11. On Using Expressions Appropriate to Situations A.  Read the poem once more to answer this question.  Do you agree with the persona’s description of the last age of man in the last two lines of the poem? Why?  Do you agree when he says that the last stage is “second childhood without everything?” Prove your point. Remember that there are many ways you can express agreement or disagreement. There are special words/ expressions that clearly indicate the intention and their appropriateness to the situation. These words / expressions can be formal or informal but the situation dictates their specific functions. e.g. Consider your possible responses to the aforementioned guide questions. Of course, I agree with the persona’s description of the last age of man. No, seriously, I believe otherwise.  Which words express agreement? Disagreement?  Can you give other examples of agreement? disagreement? Read these sample mini dialogs aloud and spot the presence of words/ expressions indicating agreement or disagreement. 1. Angelo: You’re the only person who knows what really happened. Malee: That’s not quite true, Sam was there too. 2. May: Hey, that’s right. I remember he solved the problem for us. Joe: That’s good to know. We’ll give him a call. 3. Erick: We can play the game now. Andrei: Okay, but I’m not good at it.
  14. 14. DRAFT April 10, 2014 14    4. Bam: That’s what they say! Rom: No, seriously. I haven’t played very well at all. 5. Connie: Do come. Can you stay for lunch? Vangie: I’m afraid not. We have to go somewhere . 6. Rina: But you have time for coffee, don’t you? Tess: That would be nice. 7. Milette: There’s something I have to tell you Mila : Can’t it wait? Milette: Not really. It’s pretty important. 8. Lucille: Should I forget it all? Annie: No, just listen carefully. 9. Sonny: Okay, I guess I’m ready. Leif: Good. Now, concentrate. B. POSITIVE ROLES  Re read the poem “The Seven Ages of Man” and pair up.  Find lines that suggest man has to perform roles in life.  Specify which lines clearly point out positive sign of performing roles in life. Talk about which of them you agree or disagree with. Explain.  Use words/ expressions indicating your purpose.  Share your ideas with the class. Task 12 On Using Capitalization and Punctuation Marks. When you read poems, you don’t pause or stop at the end of the lines, but you watch out for commas or period to guide you. Use punctuation marks to help you find the sensible meaning of what you’re reading. Clarity of expressions in poetry or prose composition exists if the sentences are appropriately punctuated and the words are properly capitalized. A. Connect  Consider this sample informative article about punctuation. ___________________________________________________________________ A Short History of Punctuation by: Polly M. Robertus EARLYGREEKSHAD HARDLYANYPUNCTUATION FONOITCERIDEHTDEGNAHCNEVEDNA* THEIRWRITINGATTHEENDOFEACHLINELATER TAHTGNITIRWFOYAWAOTDEGNAHOYEHT*
  15. 15. DRAFT April 10, 2014 15    THATFAVOREDRIGHTHANDEDPEOPLEANDSHOWED WHEREANEWPARAGRAPHBEGANBYUNDERLINING THEFIRSTLINEOFITLATERTHEGREEKPLAYWRIGHT ARISTOPHANES . INVERTEDMARKSTOSHOW . WHERE THEREADERSSHOULDTAKEBREATH: THE . ROMANS . MADE . WRITING . MUCH . EASIER . TO . READ . BY . PUTTING . DOTS . BETWEEN . WORDS . AND . BY . MOVING . THE . FIRST . LETTER . OF. A . PARAGRAPH . INTO . THE . LEFT . MARGIN: THEY . ADAPTED . SOME . OF . THE . GREEK . MARKS . SUCH . AS . THE . COLON . MARK . TO . INDICATE . PHRASE . ENDINGS: INTHEEARLYMIDDLEAGESTHISSYSTEMOFPUNCTUATION BROKEDOWNBECAUSEVERYFEWPEOPLECOULDREADS ANDWRITE BUTWRITERSKEPTASPACEATTHEENDOF ASENTENCEANDCONTINUEDTOMARKPARAGRAPHS EVENTUALLY WORDS WERESEPARATED AGAIN AND NEW SENTENCES BEGAN WITH A LARGER LETTER *Hint: Try reading from right to left. The educational reforms of Charlemagne led to the invention of lower case letters which could be written and read much faster / Phrases and sentence endings were indicated either by .. . or by a slash/ As time went on writers looked for more ways to clarify meaning / In medieval music notation they found a way to indicate how a voice should rise or fall at the end of a sentence or phrase. Can you hear your voice rise at the end of a question? Our question mark came directly from medieval music notation. When a long sentence broke in the middle > they put a new mark that became our semi colon and colon. The hy=phen appeared as two lines instead of one. Around A.D. 1500 the indented paragraph appeared, as did the comma and period as we know them. Printers of the Renaissance invented new marks like the exclamation points and quotation marks. By that time, people were commonly reading silently, and punctuation came to depend more on grammatical groups than breath groups.(Parentheses and dashes appeared with the advent of printing.) By the end of the seventeenth century, our punctuation system was in place for the most part, though sometimes details varied. Just think, though: After only a few lessons in school—and with lots of practice reading and writing—you can boast that you’ve mastered a system that took westerners many centuries to develop.  Discuss your answer to the following questions.  What have you observed as unusual in the informative article?  What is it all about?  What punctuation marks are described in the article?  What problems in writing and reading are caused by improper use of capitalization and punctuation marks?  Are these problems applicable even in today’s world?  How do we solve such problems?
  16. 16. DRAFT April 10, 2014 16    B. Sensible Role Plan  Imagine yourself two to four years from now. What kind of career/ role do you think you might have? Will the computer or new inventions be part of your job?  Research for facts about it.  Write a short informative composition highlighting your role and the invention you will use as part of your job.  Remember to observe correct capitalization and to use correct punctuations.  Share your informative composition with the class. Since you have several impressive ideas on recognizing and performing roles in life, you have to keep in mind that it can inspire you to practice habits of doing things well. You can always consider it as a special gift for you to prove your worth as a unique human being. Obviously, you are now ready to prove your understanding of how this valued concepts can be realized through getting involved in real - life tasks. YOUR DISCOVERY TASKS Task 1 2 INVOLVEMENT  Form small groups of six, and discuss the answer to the question: What can I do to perform my role effectively?  List the ways in which you have already contributed are contributing, and predict the ways in which you’ll contribute to the world in the future.  Copy the chart as shown below and fill it out with entries called for. The CONTRIBUTIONS I made I can make I will make  Share your ideas with your classmates. Task 13 Give me Eight Form eight (8 ) small groups, and choose one from the following tasks to work on. Group 1 Yes, it’s Simple but it’s Too Good To Miss
  17. 17. DRAFT April 10, 2014 17     Form a tableau.  Position your body to form a tableau that depicts a scene from the poem.  Find out if the other groups can identify the scene and each person’s part in it. Group 2 Fan Letter to a Role Model You look up to your parents, grandparents, teachers, relatives or friends because they inspire you to perform roles in life effectively. You regard them as good role models who help you along the way.  Choose an inspirational person and write a fan letter to him/her.  Include a request for some meaningful object or symbol and for some tips of their success.  Explain in your letter why you admire this person and why you consider him/her as your role model.  Also mention how he/she helps you and why you want the object.  Read your letter to your classmates. Group 3 PERSONAL HEROES We all have personal heroes or idols- people who represent everything we’d like to be. They can be people whom we know like a classmate, player, coach, movie star, musician, singer, politician, reporter, media man, leader etc.  Brainstorm and make a list of people whom you admire because they serve as positive influences on your generartion.  Choose the famous or popular ones.  List objects you associate with each person.  Act out silently- pantomime- a famous role model and ask other groups to guess who he/she is.  Use one or two objects you can associate with each role model. Group 4 - Leading Light Some people are born winners. They perform well in any role they have. They shine in school academics, contests, extra-curricular activities and even in sports. In real-world tasks, they do well. Maybe they were not born winners after all but they’ve learned how to become winners. What could be the secrets of success in performing their roles?
  18. 18. DRAFT April 10, 2014 18     Choose your most remembered poet or persona in your favorite poem and use him/her as your role model in life.  Think about/ write about his/her outstanding trait/ quality/ attitude that is worthy to follow/ praise.  Remember to explain the secrets of his/ her success in performing his/her role.  Share your thoughts with the class. Group 5 - Poetic Music Video  Choose a song ( rap, pop, rock, ethnic, classical, country, religious, etc.) that expresses how one can value one’s role in life.  Match it to your favourite poem.  If possible, try writing/adding new words ( expressing your ideas on how ) to go with the music .  Use the song as the musical background  .Assemble illustrations, props to accompany your recording.  If possible, videotape your presentation.  Try singing it to the class. Group 6 Dance Duo   Recall as many songs as you can about the importance of playing roles in life.  Choose some music that you think conveys the feeling and the meaning of or the one that represents the poem, ” The Seven Ages of Man” .  Sing it and use appropriate movement that suggest the meaning of the poem.  Interpret your chosen lines from the poem through dance steps/ movements..  Rehearse a performance of the poem and dance.  Present it to the class. Group 7 Roles and Concerns  With your groupmates, discuss how you’ll squarely come up with any of the following:  What recent world issues/ problems can be solved if people recognize and perform their roles effectively?  How are our lives different or similar to people who have been successful?  Discuss a major change in your life.
  19. 19. DRAFT April 10, 2014 19     Use the following guide questions.  What was difficult about playing that role?  How did the situation improve?  How would you handle the role successfully?  Remember to share your responses/ ideas with other groups.  Set time for feedback. Group 8 High / Low Points The roles you perform in life drive you to experience high points and low points.  What are these high points and low points you experienced? Explain.  Make sure you share these points you experience as you perform your role in your past and present life.  Post these high and low points in your FB or Twitter Wall or send it to your friends through e- mail.  Invite them to give comments, suggestions, or reaction. You’re doing great! How do you feel about it? Do you want to add more proof of your understanding on the target concepts and to hone your communication skills? YOUR FINAL TASK 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.  Discuss the answer to the following questions.  What is the brochure all about?
  20. 20. DRAFT April 10, 2014 20     What do you think is the purpose of this brochure?  Who do you think is the target audience of this brochure?  What are the information or basic features contained in the brochure?  Is the information based on facts?  How is the basic information presented in the brochure?  Which of the following methods (description, enumeration, comparison/contrast or exemplification) used in the presentation of the information?  What is the basic structure of a brochure?  What makes the brochure interesting?  What words capture your attention?  What help/ support/advantages does the brochure offer? Planning Stage  Conduct a meeting and plan for the preparation of the brochure where the following points should be covered.  Assign a specific role to each member. e.g. a leader, researcher, illustrator, compiler, lay out artist, writer, interviewer, editor, concept artist, presenter  Clarify the functions of each member.  Clarify the main requirements for the brochure which are the topic, purpose and audience  Identify the topic for the brochure.  Clarify the purpose of the brochure. Answer these questions: Why are we writing/composing this brochure? Who will be interested in reading it? Who needs it?  Identify the key person, clubs, organizations, centers and the services they will highlight in the brochure. Gathering Information  Look for the key persons, clubs, centers, organizations in the barangay that offer services that make a difference.  Prepare questions and put them in a logical order  Call or visit and interview at least three (3) people whom you consider successful in performing their roles to learn more about their services.  Make a list of their accomplishments/ achievements and specialization.  Find out what they consider important to their success.  Collect photos, drawings, illustrations or videos ( if possible)showing ordinary people making a difference by performing their roles in life willingly and graciously. Drafting.  Consolidate the information you have gathered, and choose the ones you will use in your brochure.  Use few, simple, short, catchy but meaningful sentences.  Think of the order you will use to organize the factual information.  Point out the help, support, benefits, specialization or services the organization, club, or key persons offer are made available.  Explain the significance of the services to the target readers.  Report orally and in written form the services each offers plus their needs.
  21. 21. DRAFT April 10, 2014 21     Use photos and charts in the presentation. Writing and Presenting  Ask other schoolmates to read and evaluate your brochure.  Ask for comments and suggestions.  Look over the first draft and rewrite it.  Polish your draft incorporating the suggestions made by your evaluators.  Do the finishing touches and present your Community Services Brochure. Consider and be guided by the following criteria :  Focus and Content  Organization  Supports  Visuals  Clarity  Language Mechanics. Check your progress. YOUR 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? _________________________________ _________________________________________________________ Keep a record of all of these and add your answers to the following questions. 1. What new and special way about recognizing your roles in life have you learned?
  22. 22. DRAFT April 10, 2014 22    2. What approach to/ attitude in life do you think can help you chart your course in life? 3. How will it help you to become a better person? 4. What did you find most difficult in this lesson? 5. What will you do to do away with these difficulties? 6. Write at least 3 possible ways/ steps you can adopt to solve these difficulties. 7. What do you hope to strengthen in the next lesson/s?  Complete the chart as shown with entries called for.           Name: ______________________________ Grade/ Section ___________ Quarter New and Special way Attitude in life How will it help me Part of the lesson that I enjoyed helpful Most difficult Ways to get away with the most difficult Hope/ expect to improve/ strengthen in the next lesson would like to work further on                        
  23. 23. DRAFT April 10, 2014 Grade 9 English Learning Package 1 Module 1 Enhancing the Self Lesson 2 Maximizing My Strength YOUR JOURNEY “Character cannot be developed in ease and quiet. Only through experience of trial and suffering can the soul be strengthened, ambition inspired and success achieved.” - Hellen Keller Maximizing means “making the best use of” and this is what you must do with your strength. This happens when you focus on the areas you are most skilled, talented and strong while avoiding your weaknesses. This week’s lesson will unfold one’s greatness and heroic acts which will lead you to discover your hidden potentials and develop skills for the realization of the world’s ultimate goal --- positive transformation. YOUR OBJECTIVES Following the track of your journey, you are to be guided by the following objectives:  share thoughts, feelings, and intentions in the material viewed  restate the ideas conveyed by the text listened to  explain how words are derived from names of persons and places  explain how the words used in the poem work together and contribute to the theme of the selection  analyze how literature helps in discovering oneself  take note of sequence signals or connectors to establish the patterns of idea development in a text  use appropriate punctuation marks, in writing descriptive paragraphs  use appropriate stress, intonation, pitch, pronunciation, and gestures in delivering a poem  convey a message to an idolized hero through a rap YOUR INITIAL TASKS Let’s begin your lesson by working on the first two activities to guide you in your journey throughout the lesson. Task 1.Hit the Hints a. Study the following photos. Do you know the characters in the photos? In your group, list down the traits common to the characters in the photo collage.
  24. 24. DRAFT April 10, 2014 Grade 9 English Learning Package 2 Write your answers here: b. Answer the following questions to get to know our characters better. 1. Who among the characters do you like most? Why? __________________________________________________ 2. Do you have what it takes to be like any of them? Why do you say so? _________________________________________________ 3. Based on their characteristics and intentions, what name could be associated with them? _________________________________________________ Task 2.Say that Again a. Listen as your teacher plays a recorded song three times. Write down at least three lines from the song that captured your attention. Once you’ve written them, work with a partner and discuss how you understood each line. Lines from the Song What do those lines mean to you?
  25. 25. DRAFT April 10, 2014 Grade 9 English Learning Package 3 Rewriting lines from songs, poems, stories and other articles is one way of paraphrasing. Paraphrasing is often defined as putting into your own words the author’s words from a passage. It will make us own our ideas as inspired by other people’s work and will keep us from plagiarizing others’ works. Here are examples of paraphrasing taken from Harry Potter, Chronicles of Narnia and the Lord of the Ring. Original Paraphrased Happiness can be found, even in the darkest of times, if one only remembers to turn on the light. Harry Potter and the Prisoner of Alkaban - Quote by Albus Dumbledore There is happiness even during the most challenging times and we only need to look at the bright side. “To the glistening eastern sea, I give you Queen Lucy the Valiant. To the great western woods, King Edmund the Just. To the radiant southern sun, Queen Susan the Gentle. And to the clear northern skies, I give you King Peter the Magnificent. Once a king or queen of Narnia, always a king or queen of Narnia. May your wisdom grace us until the stars rain down from the heavens.” Chronicles of Narnia Quote by Aslan Presenting the kings and queens of Narnia: Queen Lucy the Valiant, King Edmund the Just, Queen Susan the Gentle, and King Peter the Magnificent. They will forever be Kings and Queens of Narnia and may their wisdom will be with us until the end of the world. (Still to be improved by the author/s based from the comment of the content reviewer) In the common tongue it reads "One Ring to Rule Them All. One Ring to Find Them. One Ring to Bring Them All and In The Darkness Bind Them." Lord of the Rings –Quote by Gandalf There is one ring to rule, to find, to bring and to bind all evil.
  26. 26. DRAFT April 10, 2014 Grade 9 English Learning Package 4 C. With the tips and examples given to you on paraphrasing, be ready to listen to another recorded song and write down two lines from the song which you like the most and paraphrase them. Lines from the Song Your Paraphrase 1. 2. YOUR TEXT Task 3. Attack those Words Beowulf is admired for the richness of its poetry. About a third of the words in Beowulf are words known as Kennings. Kennings combine two words to create an evocative and imaginative alternative word. Form groups of four. Explain the Kennings in this tic-tac-toe board. Choose three Kennings in a row to explain. You must all do those in the center. TIC-TAC-TOE 1 battle-sweat slaughter-dew 2 evil-doer life-evil 3 horrible hermit devil from hell sin-stained demon 4 battle-dress mail-shirt fighting-gear 5 dragon-slayer war trooper’s leader chief of the strangers 6 ring giver gold giver 7 wave floater swirling surf 8 light of battle 9 whale road whale’s way swan road As you read the poem, list down more examples of Kennings or word derivations from Beowulf to add to your vocabulary list. ______________________________________________________________________ ______________________________________________________________________ _____________________________________________________________________
  27. 27. DRAFT April 10, 2014 Grade 9 English Learning Package 5 Read the epic poem “Beowulf” which deals with war and adventure. It is said to be the greatest poem ever written in a modern European language four centuries before the Norman Conquest. Beowulf shows an interplay of Christian and pagan beliefs. The original writer remains unknown. It has been said that Burton Raffel’s translation from the original Old English is the most celebrated and most read by students and general readers alike. The Battle with Grendel from Beowulf translated by Burton Raffel Epic 4 Out from the marsh, from the foot of misty Hills and bogs, bearing God’s hatred, Grendel came, hoping to kill 395 Anyone he could trap on this trip to high Herot. He moved quickly through the cloudy night, Up from his swampland, sliding silently Toward that gold-shining hall. He had visited Hrothgar’s Home before, knew the way— 400 But never, before nor after that night, Found Herot defended so firmly, his reception So harsh. He journeyed, forever joyless, Straight to the door, then snapped it open, Tore its iron fasteners with a touch, 405 And rushed angrily over the threshold. He strode quickly across the inlaid Floor, snarling and fierce: His eyes Gleamed in the darkness, burned with a gruesome Light. Then he stopped, seeing the hall 410 Crowded with sleeping warriors, stuffed With rows of young soldiers resting together. And his heart laughed, he relished the sight, Intended to tear the life from those bodies By morning; the monster’s mind was hot 415 With the thought of food and the feasting his belly Would soon know. But fate, that night, intended
  28. 28. DRAFT April 10, 2014 Grade 9 English Learning Package 6 Grendel to gnaw the broken bones Of his last human supper. Human Eyes were watching his evil steps, 420 Waiting to see his swift hard claws. Grendel snatched at the first Geat He came to, ripped him apart, cut His body to bits with powerful jaws, Drank the blood from his veins, and bolted 425 Him down, hands and feet; death And Grendel’s great teeth came together, Snapping life shut. Then he stepped to another Still body, clutched at Beowulf with his claws, Grasped at a strong-hearted wakeful sleeper 430 —And was instantly seized himself, claws Bent back as Beowulf leaned up on one arm. That shepherd of evil, guardian of crime, Knew at once that nowhere on earth Had he met a man whose hands were harder; 435 His mind was flooded with fear—but nothing Could take his talons and himself from that tight Hard grip. Grendel’s one thought was to run From Beowulf, flee back to his marsh and hide there: This was a different Herot than the hall he had emptied. 440 But Higlac’s follower remembered his final Boast and, standing erect, stopped The monster’s flight, fastened those claws In his fists till they cracked, clutched Grendel Closer. The infamous killer fought 445 For his freedom, wanting no flesh but retreat, Desiring nothing but escape; his claws Had been caught, he was trapped. That trip to Herot Was a miserable journey for the writhing monster! The high hall rang, its roof boards swayed, 450 And Danes shook with terror. Down The aisles the battle swept, angry
  29. 29. DRAFT April 10, 2014 Grade 9 English Learning Package 7 And wild. Herot trembled, wonderfully Built to withstand the blows, the struggling Great bodies beating at its beautiful walls; 455 Shaped and fastened with iron, inside And out, artfully worked, the building Stood firm. Its benches rattled, fell To the floor, gold-covered boards grating As Grendel and Beowulf battled across them. 460 Hrothgar’s wise men had fashioned Herot To stand forever; only fire, They had planned, could shatter what such skill had put Together, swallow in hot flames such splendor Of ivory and iron and wood. Suddenly 465 The sounds changed, the Danes started In new terror, cowering in their beds as the terrible Screams of the Almighty’s enemy sang In the darkness, the horrible shrieks of pain And defeat, the tears torn out of Grendel’s 470 Taut throat, hell’s captive caught in the arms Of him who of all the men on earth Was the strongest. 9 That mighty protector of men Meant to hold the monster till its life Leaped out, knowing the fiend was no use 475 To anyone in Denmark. All of Beowulf’s Band had jumped from their beds, ancestral Swords raised and ready, determined To protect their prince if they could. Their courage Was great but all wasted: They could hack at Grendel 480 From every side, trying to open A path for his evil soul, but their points Could not hurt him, the sharpest and hardest iron Could not scratch at his skin, for that sin-stained demon Had bewitched all men’s weapons, laid spells 485 That blunted every mortal man’s blade. And yet his time had come, his days
  30. 30. DRAFT April 10, 2014 Grade 9 English Learning Package 8 Were over, his death near; down To hell he would go, swept groaning and helpless To the waiting hands of still worse fiends. 490 Now he discovered—once the afflictor Of men, tormentor of their days—what it meant To feud with Almighty God: Grendel Saw that his strength was deserting him, his claws Bound fast, Higlac’s brave follower tearing at 495 His hands. The monster’s hatred rose higher, But his power had gone. He twisted in pain, And the bleeding sinews deep in his shoulder Snapped, muscle and bone split And broke. The battle was over, Beowulf 500 Had been granted new glory: Grendel escaped, But wounded as he was could flee to his den, His miserable hole at the bottom of the marsh, Only to die, to wait for the end Of all his days. And after that bloody 505 Combat the Danes laughed with delight. He who had come to them from across the sea, Bold and strong-minded, had driven affliction Off, purged Herot clean. He was happy, Now, with that night’s fierce work; the Danes 510 Had been served as he’d boasted he’d serve them; Beowulf, A prince of the Geats, had killed Grendel, Ended the grief, the sorrow, the suffering Forced on Hrothgar’s helpless people By a bloodthirsty fiend. No Dane doubted 515 The victory, for the proof, hanging high From the rafters where Beowulf had hung it, was the monster’s Arm, claw and shoulder and all. 10 And then, in the morning, crowds surrounded Herot, warriors coming to that hall 520 From faraway lands, princes and leaders Of men hurrying to behold the monster’s
  31. 31. DRAFT April 10, 2014 Grade 9 English Learning Package 9 Great staggering tracks. They gaped with no sense Of sorrow, felt no regret for his suffering, Went tracing his bloody footprints, his beaten 525 And lonely flight, to the edge of the lake Where he’d dragged his corpselike way, doomed And already weary of his vanishing life. The water was bloody, steaming and boiling In horrible pounding waves, heat 530 Sucked from his magic veins; but the swirling Surf had covered his death, hidden Deep in murky darkness his miserable End, as hell opened to receive him. Then old and young rejoiced, turned back 535 From that happy pilgrimage, mounted their hard-hooved Horses, high-spirited stallions, and rode them Slowly toward Herot again, retelling Beowulf’s bravery as they jogged along. And over and over they swore that nowhere 540 On earth or under the spreading sky Or between the seas, neither south nor north, Was there a warrior worthier to rule over men. (But no one meant Beowulf’s praise to belittle Hrothgar, their kind and gracious king!) . . . Task 4. Say Yes or No Write Yes or No to the given statement. Be sure to support your answer with details from the text. 1. Grendel was a greedy monster. __________ 2. He was considered the foul enemy of God. __________ 3. Beowulf and Grendel had enormous strength. __________ 4. The weapons of the warriors could easily kill the monster. __________ 5. Grendel was afraid of Hrothgar. __________ 6. Grendel swallowed his victims. 7. The Danes were not allowed to celebrate the defeat of Grendel. __________ 8. Grendel was able to escape from Beowulf’s hands. __________ 9. Hrothgar gave Beowulf gifts. __________
  32. 32. DRAFT April 10, 2014 Grade 9 English Learning Package 10 10.Beowulf was considered the hero of Heorot. __________ Task 5. Illustrate the Creations Based on the poem, how do you imagine the entities in the poem? Describe each based on what is said in the text and based on how you imagined each. Write your answers in the table. Entities Description from the Text Your Own Description Heorot Hrothgar Grendel Beowulf Task 6. Compare and Contrast Fill out the Venn Diagram to show the similarities and differences of Beowulf and Grendel.
  33. 33. DRAFT April 10, 2014 Grade 9 English Learning Package 11 Task 7. Into the Hero… After getting to know the two major characters Beowulf and Grendel, get to know the poem better by answering the questions that follow. (Note: This task is still to be improved by the author based from the comments of the content reviewer.) 1. Why did Beowulf go to Heorot? 2. Did he achieve his goal? Prove your point. 3. What happened to Grendel after the fight? 4. What did King Hrothgar do to Beowulf? 5. How did this part of the epic poem “Beowulf” end? 6. If you were one of the Geats, what would you tell or give Beowulf? Why? 7. Who among our present superheroes, would you liken Beowulf with? Why? 8. What strengths did Beowulf put to use in this epic poem? 9. What are your strengths? How do you use them? 10.Give at least three reasons why you like or not like the epic poem “Beowulf”. Task 8. Epic vs. Lyric You have learned that there are different types of poetry. “All the World’s a Stage” is an example of lyric poetry while “Beowulf” is an epic poem. After reading the two poems, what are the similarities and differences of the two types of poetry? Lyric Epic
  34. 34. DRAFT April 10, 2014 Grade 9 English Learning Package 12 Answer these questions in your Journal: 1. Which type of poetry did you enjoy reading more? 2. Name other examples of lyric or epic poetry that you have learned in your previous lessons. 3. Which among the stories or poems you’ve learned do you like most and why? YOUR DISCOVERY TASKS Task 9. Spot the signals and punctuation marks a. Scan the poem “Beowulf”. List down the sequence signals you can spot. Illustrate how these words are used in the selection by filling out the grid below. Sequence Signals Function in the Sentence e.g. then To show additional action/s or follow – up disposition
  35. 35. DRAFT April 10, 2014 Grade 9 English Learning Package 13 Task 10. Mark the Punctuations Below are stanzas from Beowulf. Take note of the punctuation marks used in the stanzas and be ready to answer questions about them. (Note: This task is still to be improve by the author based from the comments of the content reviewer.) Answer these questions to know more about the punctuation marks. 1. What punctuation marks are highlighted in the given stanzas? _________________________________________________________ 2. What is the meaning conveyed when these punctuation marks are used? _________________________________________________________ 3. When do we use them? _________________________________________________________ He journeyed, forever joyless, Straight to the door, then snapped it open, Tore its iron fasteners with a touch, And rushed angrily over the threshold. He strode quickly across the inlaid Floor, snarling and fierce: His eyes Gleamed in the darkness, burned with a gruesome Light. The infamous killer fought For his freedom, wanting no flesh but retreat, Desiring nothing but escape; his claws Had been caught, he was trapped. The battle was over, Beowulf Had been granted new glory: Grendel escaped, But wounded as he was could flee to his den, His miserable hole at the bottom of the marsh, Only to die, to wait for the end Of all his days. And after that bloody Combat the Danes laughed with delight. The water was bloody, steaming and boiling In horrible pounding waves, heat Sucked from his magic veins; but the swirling Surf had covered his death, hidden Deep in murky darkness his miserable End, as hell opened to receive him.
  36. 36. DRAFT April 10, 2014 Grade 9 English Learning Package 14 Task 11. Introduce the Characters a. Using the sequence signals, punctuation marks you learned and the descriptions from your Venn diagram, write a speech balloon to introduce Beowulf and Grendel using the cartoon strips below. b. While you take turns introducing Beowulf and Grendel, have you noticed the way you speak and deliver your lines? What are your suggestions in effectively delivering lines of poems? __________________________________________________ ________________________________________________ __________________________________________________ __________________________________________________ __________________________________________________ c. Let’s try those tips on correct stress, intonation and juncture in reading “Beowulf”. Each group will take turns reading specific stanzas from Beowulf. Task 12. Type the Text A. In your previous lessons you learned about the different text types. Let’s see how well you remember them. Identify the text type of the following articles as journalistic, informative, or literary.
  37. 37. DRAFT April 10, 2014 Grade 9 English Learning Package 15 Articles Type of Text So the thing to do when working on a motorcycle, as in any other task, is to cultivate the peace of mind which does not separate one’s self from one’s surroundings. When that is done successfully then everything else follows naturally. Peace of mind produces right values, right values produce right thoughts. Right thoughts produce right actions and right actions produce work which will be a material reflection for others to see of the serenity at the center of it all. —Robert M. Pirsig, Zen and the Art of Motorcycle Maintenance. With an artistic drama we empathize with one or more of its characters, but there’s also a distance between us and their situation—a safety valve that allows us to express a range of emotions, but also to say, “It’s only a movie,” “It’s only a play,” “It’s only a novel.” Work is based upon problem solving, how to eliminate conflict and get the job done. Episodic is fine for work. We want day-by-day not confrontational trauma—even if it would lead to life-changing revelation. But drama exaggerates conflict, pushes situations to their extreme and leads us to a big turning point. In a poem entitled Four Great Poets, Robert Francis puts his finger on the heart of Frost’s greatness: “His head carved out of granite O / His hair wayward drifts of snow / He worshipped the great God of Flow / By holding on and letting go.” Here’s an example from part of one of Frost’s lesser known pieces, For Once, Then, Something. In the first half he says friends rebuke him for looking into a well and seeing only himself, reflected in the water godlike in a wreath of ferns and cloud puffs. It’s a criticism that could be aimed at any writer, but what is as interesting as the meaning of Frost’s reply is this sense of movement that carries the reader forward to the climatic end.‐business‐ literary‐articles/ DHAKA: Hosts Bangladesh will meet Pakistan in the opening match of the four-nation Asia Cup cricket tournament starting in Dhaka in March, an official said on Monday. Old rivals Pakistan and India will meet in a mouth-watering clash on March 18. The Sher-e-Bangla National stadium will host all the matches, including the inaugural tie on March 12 and the final on March 22, Asian Cricket Council chief executive Syed Ashraful Huq said. “All teams including India and Pakistan have confirmed their participation,” he said. India won the last edition of the tournament in Dambulla in Sri Lanka in June 2010. http://www.paper‐
  38. 38. DRAFT April 10, 2014 Grade 9 English Learning Package 16 From Beowulf And then, in the morning, crowds surrounded Herot, warriors coming to that hall 520 From faraway lands, princes and leaders Of men hurrying to behold the monster’s Great staggering tracks. They gaped with no sense Of sorrow, felt no regret for his suffering, Went tracing his bloody footprints, his beaten 525 And lonely flight, to the edge of the lake Where he’d dragged his corpselike way, doomed And already weary of his vanishing life. The water was bloody, steaming and boiling In horrible pounding waves, heat 530 Sucked from his magic veins; but the swirling Surf had covered his death, hidden Deep in murky darkness his miserable End, as hell opened to receive him. Then old and young rejoiced, turned back 535 From that happy pilgrimage, mounted their hard‐ hooved Horses, high‐spirited stallions, and rode them Slowly toward Herot again, retelling Beowulf’s bravery as they jogged along. B. Based on your answers, what do you think are the:  features of a literary text; and  tips in reading literary texts. Write your ideas about the feature and tips in the thought balloon.
  39. 39. DRAFT April 10, 2014 Grade 9 English Learning Package 17 YOUR FINAL TASK Task 13. Rap Meant for a Hero a. Write meaningful sentences about a hero in your life. Include the sequence signals you have learned, colons and semi-colons, You may go back to the introduction you wrote and presented in your previous activity. Be sure to use the right descriptive words and some examples of “Kennings” in your paragraph. ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ _____________________________________________________ b. Go back to your previous activity, Task 11 entitled, “Introduce the Characters.” Present your output to the class by rapping. Be guided by the tips on doing the RAP as follows: Make sure there’s rhyme in the material you will rap. Rhyme matters in rap as in any poetic form. 1. Perform rap in time to a beat 2. Don’t say anything that will offend people. 3. Craft your own style. 4. Have fun while rapping. 5. Practice. Practice. Practice. c. It’s your chance to rap now. Your school’s dramatic guild is in search of a rapper who will introduce the lead character/hero through a rap. You’ve been asked to try out for the part. You will render a one-minute rap about the hero in your life in front of your class with your English teacher and class adviser. Be reminded of the rhyme, rhythm and beat when you do the rap. My Treasure Task 14. Share your Life’s Lessons A. List down your strengths and how you intend to use them in the table below. Do this in your Journal. My Strengths I will use them to…
  40. 40. DRAFT April 10, 2014 Grade 9 English Learning Package 18 B. Write the things you value the most from the week’s discussion. Or, you might want to illustrate your most important learning from this week’s lesson.
  41. 41. DRAFT April 10, 2014 Module 1 Enhancing the Self Lesson 3  LEAVING A LEGACY YOUR JOURNEY A life well lived cannot be easily forgotten. Not, when you have left a mark so noteworthy that enables people to make a difference not only in their lives but more so in the lives of others. How would you like to be remembered? What legacy would you like to leave behind? This lesson will allow you to learn how the legacies of the past shaped the way you are now and how your legacy could dictate the future of others. YOUR OBJECTIVES Following the track of your journey, you are to be guided by the following objectives:  agree or disagree with the ideas of the author  summarize the contents of the materials viewed  explain word meanings and origins  examine sample texts representative of each type  express appreciation for sensory images used  analyze literature in enhancing one’s self  use the correct pitch, juncture, stress, intonation, rate of speech, volume and projection in delivering lines of prose and poetry  scan sequence signals or connectors used in a text  compare and contrast text types  use hyphens and dashes correctly YOUR INITIAL TASKS Task 1. The H.O.M.E. (Harmony of Man and Environment) 1 Watch as the camera tracks the lives of the youths like you. How would you rise to the challenges presented? What do you think motivated them to do this video?                                                              1‐YsLg  
  42. 42. DRAFT April 10, 2014 Task 2. Look at the picture. What could be the cause of this phenomenon? Task 3. Lend me an Ear… Listen as the video runs for the second time. Take note of the ideas presented below and indicate whether you Agree or Disagree with them. Task 4. In a Capsule As you have viewed the video twice, summarize its contents using appropriate sequence signals. YOUR TEXT Task 5. What’s in a Word? Draw an arrow to match the words in Column A with their correct meaning in Column B. Be ready to use the words in sentences.   < insert a picture or +drawing  of climate change> 
  43. 43. DRAFT April 10, 2014 Column A Column B 1. betwixt (ME) a. to signify ; to indicate 2. holden (ME) b. that is to say; namely 3. betokens (ME) c. between 4. tomorn (ME) d. to think of; to expect; to hope 5. weened (OE) e. Jesus 6. Jesu (LL) f. tomorrow Task 6. A Hero in You! What does it take to be a great man? “The Day of Destiny” 2 from Morte D’Arthur by Sir Thomas Malory nd quickly King Arthur moved himself with his army along the coastline westward, toward Salisbury. And there was a day assigned betwixt King Arthur and Sir Mordred that they should not meet upon a field beside Salisbury and not far from the coast. And this day so assigned as Monday after Trinity Sunday (the eighth Sunday after Easter), whereof King Arthur was passing glad that he might be avenged upon Sir Mordred. So upon Trinity Sunday at night King Arthur dreamed a wonderful dream, and in his dream it seemed to him that he saw upon a platform a chair, and the chair was fast to a wheel, and thereupon sat King Arthur in the richest cloth of gold that might be made. And the King thought there was under him, far from him, and hideous deep black water, and therein was all manner of serpents, and worms, and wild beasts, foul and horrible. And suddenly the King thought that the wheel turned upside down, and he fell among the serpents, and every beast took him by a limb. And then the King cried as he lay in his bed, “Help, Help!”                                                              2  The Day of Destiny  A        Sir Thomas Malory’s Morte D’Arthur is the most complete single version of the tales of King Arthur and his court that has been  written in English.        “The Day of Destiny,” an excerpt from this work, describes the end of King Arthur’s reign and the dissolution of the order which  he, along with his Knights of the Round Table, has established.  This end grows out of the corruption within the royal court itself.   Arthur’s illegitimate son Mordred knows of the secret love affair between Arthur’s wife, Queen Guinevere, and his best friend, Sir  Lancelot.  One night Mordred leads a band of knights to Guinevere’s chamber, where they find the Queen with Lancelot.         Although he is reluctant, Arthur feels obligated to obey the law of the land and burn his wife at the stake.  However, at the last  minute Lancelot rescues her, killing two knights who are guarding her.  Lancelot subsequently flees to a castle in France and Arthur  forgives Guinevere.  Sir Gawain, the brother of the dead knights, demands vengeance on Lancelot.  His hatred forces Arthur to lead  his men on an attack against Lancelot’s French fortress.  In the ensuing battles Lancelot seriously wounds Gawain but refuses to kill  him.
  44. 44. DRAFT April 10, 2014 And then knights, squires, and yeomen awaked the King, and then he was so amazed that he knew not where he was. And then so he awaked until it was night day, and then he fell on slumbering again, not sleeping nor thoroughly waking. So it seemed to the King that there came Sir Gawain unto him with a number of fair ladies with him. So when King Arthur saw him, he said, “Welcom