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CURRICULUM GUIDE IN ENGLISH 9

S.Y 2014-2015
Program Standard: The learner demonstrates communicative competence through his/her understanding of literature and other texts types for a deeper appreciation of
Philippine Culture and those of other countries.
Grade Level Standard: The learner demonstrates communicative competence through his/her understanding of British-American Literature, including Philippine
Literature and other text types for a deeper appreciation of Philippine Culture and those of other countries.
QUARTER IV

Topics

Content Standard

Performance Standard

Listening Comprehension
1. English- American Literature
as Means Understanding
Unchanging Values in a
Changing world
2. Anglo-American Drama and
Theater

The
learner
demonstrates understanding
of how Anglo-American
literature serves as a means
of understanding unchanging
values in a changing world
through relating text content
to greater social issues,
concerns, or dispositions in
real life; using features of a
full-length
play;
and
grammatical constructions
that enhance quality of
written and oral expression.

The learner transfers

learning by composing a play
review and performing in a fulllength play with appropriate
and creative use of dramatic
conventions,
multi-media
resources, and verbal and nonverbal strategies.

Literature and Viewing

Comprehension
3. Shakespearean Plays,
Monologue Pieces,
Vocabulary Development
4. Technical Vocabulary for
Drama and Theater
Grammar Awareness
5.Active and Passive Voice
6.

Competencies
Analyze

literature as a means of understanding unchanging

values in a changing world. (K)
Identify types and features of a full-length play. (K)
Explain how elements specific to a full-length play.(K)
Explain how a selection may be influenced by culture,
history, environment, or other factors. (K,P,U)
Identify types and features of a play synopsis (P)
Recognize faulty logic, unsupported facts, and emotional
produce critical sounds correctly. (T)
Use active and passive voice of verbs correctly.(K, P)
Make generalizations about ideas listened to.
Compose a play review. (T)
Draw similarities and differences of the featured selections
in relation to the theme. (K,U)
Judge the relevance and worth of ideas, soundness of
authors reasoning, and the effectiveness of the
presentation.
Employ
effective
and
appropriate
nonverbal
communication strategies.

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Big Ideas
Understanding
unchanging values
changing world
Anglo-American
Literature
Full-length play

Big Ideas
Creative
Dramatic convention
Multimedia resources

Enduring
Understanding
Students will understand
that:
1..

Essential Question(s)
1. What makes a good one-act play?
2. Aside from modern technology, how does a person
connect to the world?

2.The
effectiveness
of
Chamber
Theater
depends on appropriate
use of verbal and nonverbal strategies.
Performance/Product
Students will on their own:

1.Write a play synopsis.

2.perform a one-act play
creatively with the use
of
dramatic
convention, verbal and
non-verbal strategies.
Other Evidences:
Brainstorming
Reflection Journal
Question-and-Answer

Transfer Goal
Your professional acting group is invited to perform a
Chamber Theater as part of the program People which
advocates to teach high school students to value others.
The organizers instruct you to reflect the programs
theme and perform with effective verbal and non-verbal
strategies that leaves impact to the audience

Seat Work
Impromptu speaking
Drills

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One Act Play Rubric

CATEGORY

Creativity

The play contains many creative

details and/or descriptions that
contribute to the viewers
enjoyment. The author has really
used his/her imagination. Very
clever plot!

The play contains a few creative

details and/or descriptions that
contribute to the viewers
enjoyment. The author has used
his/her imagination.

The play contains a few creative

details and/or descriptions, but
they distract from the story. The
author has tried to use his/her
imagination.

There is little evidence of

creativity in the play. The author
does not seem to have used much
imagination.

Characters

All characters are named and

clearly described so actors
understand how to perform.

All characters are named but

descriptions need more details.

Most characters are named

AND/OR descriptions are unclear.

Characters and descriptions are

missing OR no descriptions.

Dialogue

There is an appropriate amount of

dialogue for all members to have
a balanced role and to bring
characters/ situation to life and it
is realistic.

There is an appropriate amount of

dialogue for all members to have
a balanced role and to bring the
story to life, but it is somewhat
unrealistic.

There is not quite enough dialogue There is not enough dialogue for
for all members to have a
all members to have a balanced
balanced role in this play OR it is
role OR it is completely unrealistic.
often unrealistic.

Action

Playwright has incorporated plenty

of action to bring the story to life.
The play is exciting and realistic.
Movements are effectively
planned and well placed to add to
the action of the play.

Playwright has incorporated some

action, but the amount doesnt
make the story as exciting as it
could be. Movements are planned
and well placed to add to the
action of the play.

Very little action has been

Play reads as pure dialogue.
incorporated; play is mostly
Movements are not included.
dialogue. Movements are
included, but not well planned or
well placed OR they do not add to
the action of the play.

Organization The play is very well organized.

The play is pretty well organized.

One idea or scene follows another One idea or scene may seem out
in a logical sequence with clear
of place. Clear transitions are
transitions.
used.

The play is a little hard to follow.

Ideas and scenes seem to be
The transitions are sometimes not randomly arranged.
clear.

All All of the formatting and length

Requirement
requirements were me met.
s

Spelling and
Punctuation

Almost all (about 90%) of the

Most (about 75%) of the
formatting and length
formatting
and length
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3106
requirements were met.
requirements were met, but
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several were not.

There are no spelling or

There is one spelling or
There are 2-3 spelling and
punctuation errors in the final
punctuation error in the final draft. punctuation errors in the final
draft. Character and place names
draft.
that the author invented are
spelled consistently throughout.

Many requirements were not met.

The final draft has more than 3

spelling and punctuation