ENGLISH 9

FOURTH GRADING PERIOD

ACTIVITY NO. 4.1

Activity Title: Relating Text Content to a Particular Issues in real

Life
Learning Competency: Relate text content to a particular social issues,
concerns or dispositions in real life
(9EN9RC-IV-O-26)
Learning Target: State the content of a particular issues, concerns or
dispositions in real life
Reference Materials: A Journey through Anglo-American Literature
( Learners’ Materials) Module 4, Lesson 1 p.427
Concept notes:

The River of Dreams

By Billy Joel
In the middle of the night
I go walking in my sleep
From the mountains of faith
To a river so deep
I must be looking for something
Something sacred I lost
But the river is wide
And it’s to hard to cross

And even though I know the river is wide

I walk down every evening and I stand on the shore
And try to cross to the opposite side
So I can finally find out what I’ve been looking for
In the middle of the night

I go walking in my sleep
Through the valley of fear
To a river so deep
And I’ve been searching for something
Taken out of my soul
Something I would never lose
Something somebody stole

I don’t know why I go walking at night

Now I’m tired and I don’t want to walk anymore
I hope it doesn’t take the rest of my life
Until I find what it is that I’ve been looking for

In the middle of the night

I go walking in my sleep
Through the jungle of doubt
To a river so deep
I know I’m searching for something
Something so undefined
That it can only be seen
 By the eyes of the blind
In the middle of the night

I’m sure about a life after this

God knows I’ve never been a spiritual man
Baptized by the fire, I wade into the river
That runs to the promised land
In the middle of the night
I go walking in my sleep
Through the desert of truth
To the river so deep
We all end in ocean
We all start in the streams
We’re all carried along
By the river of dreams
In the middle of the night.

Exercises:

A. Listening to a song “ The River of Dreams” by Billy Joel

B. Group Activity:

Answer the following questions accordingly:

Group I: What issues about life are confronting the speaker in the

song?

Group II: Among these issues, what do you think he values the most?

Why do you say so?

Group III: If you were him , how would you resolve the issue?
 ENGLISH 9

FOURTH GRADING PERIOD

Activity No. 4.2

Activity Title: Familiarizing with the technical terms related to drama

and theater

Learning Competency: Familiarize with the technical terms related to

drama and theater ( EN9V-IV-a-29)

Learning Target: Get the meaning of the technical terms related to

drama and theater

Reference Materials: A Journey through Anglo-American Literature

( Learners’ Materials) Module 4, Lesson 1 p.429-431

Exercise:

To gain better understanding and appreciation of drama, it helps to be

familiar with the terminologies related to it. Accomplish the puzzle .
Choose your answers from the word pool.

Word pool
prompt book valence hazer
green room shotgun mic set dressing
woofer false proscenium backlight
boom stand douser casters
cross fader jackknife platform wing space
call board house right stock scenery
front of house floor plan audience
blinders subwoofer masking
personal props

Across__________________

1. The lever on a lighting control console that simultaneously dims all

the channels from one cut to the next

5. The book compiled by the stage manager, containing all the

pertinent information about the show

 7. A platform that pivots on one corner

11. A small drapery that runs across the top of the grand drape and /

hides hardware that suspends it

12. The space on the stage that is not visible to the audience

13. A device that creates a thin mist of fog throughout the stage

15. The backstage bulletin board where announcement, schedules, and

other information is posted

16. A common area where performers wait until it is time to go on

stage

17. The right side of the auditorium from the audience’s point of view

20. A microphone designed to pick up sound only directly in front of it

23. Flats and platforms that are stored and used for many different

productions

24. Decorations that have no function on a set, but are merely placed

there to look good

Down___________________________

1. Anything in the house, rather than onstage

2. A speaker element that reproduces the low-end frequencies

4. The diagram showing the placement of the scenery as viewed from

above

6. A portal that gives the set its own “picture frame”

8. A bank of small PAR cans all mounted in the same fixture. Used to

create a bright wash of light on the audience

9. Light coming from upstage of an actor

10. Items that are carried onstage by the actor during the

performance

14. A microphone with a horizontal attachment that can reach over a

 keyboard or other musical instrument

18. A speaker designed to play very low, almost inaudible frequencies

19. The control on a follow spot that fades out the light by slowly

closing a set of doors

21. The draperies or flats that hide backstage from the audience

22. The wheels on a platform

 ENGLISH 9

FOURTH GRADING PERIOD

Activity No. 4.3

Activity Title: Analyzing Literature as Means of Understanding

Unchanging Values in Changing World

Learning Competency: Analyze literature as means of understanding

unchanging values in changing world

(EN9LT-IVa-17)

Learning Target: Interpret the message conveyed in the play

Reference Materials: A Journey through Anglo-American Literature

( Learners’ Materials) Module 4, Lesson 1 p.433-436

Reading Activity: ( The teacher will provide the copy of the play, “ A

Raisin in the Sun”- English 9 TM, Module 4, Lesson 1 p. 433-436 )

Questions:

1. What is Mama’s greatest dream for her family? Illustrate it in

the box. State her reasons behind it.

Mama’s Greatest Dream Reason

2. Does any of the characters in the play remind you of someone?

How does that someone plan his course of action to realize his
dream?
3. Would you have dreamt of the same thing for your family?
Why?
 ENGLISH 9

FOURTH GRADING PERIOD

Activity No. 4.4

Activity Title: Using Active and Passive Constructions

Learning Competency: Use active and passive constructions

(EN9G-IVa-22)

Learning Target: Transpose active sentences to passive sentences or

vice-versa

Reference Materials: A Journey through Anglo-American Literature

( Learners’ Materials) Module 4, Lesson 1 p.440-442

Concept Notes:

Verbs have two voices. The active voice and passive voice.

Active voice- The voice of the verb is active, when the subject
performs the action.
Ex. Sue changed the flat tire.

Passive voice – The voice of the verb is passive, when the subject is
acted upon by the object.
Ex. The flat tire was changed by Sue.

Exercises: Identify the voice of the verb of the following sentences.

Change Active if Passive and Passive if Active.

1. May baked a delicious cake for her grandmother.

2. The child destroys the toys.

3. A decision of not going to the beach was made by us.

4. The books were covered by the students.

 ENGLISH 9

FOURTH GRADING PERIOD

LESSON GUIDE NO. 4.5

Activity Title: Writing a Play Review

Learning Competency: Compose a play review
( EN9WC-Iva-11)
Learning Target: Write a review on the play studied
Reference Material: A Journey through Anglo-American
Literature ( Learners’ Materials) Module 4, Lesson 1 p.441
Concept Notes:

Play review is discussion or a critical evaluation

of story / stage representation of actions previously read or
watched.
Steps in making a play review:
1. Include the who, what, where and when
2. Write about the casting. Was it well cast or poorly cast?
Why do you think they cast it the way they did?
3. Write about a plot. Include a plot description.( Was the plot
interesting? Boring? Sad? Funny? Romantic? Realistic?
4. Consider the theme of the story/show. What elements make
up that theme?
5. Think about the style of the play (How can you tell the type
of style this play has? Is there more than one style choice?)
6. Comment on the costumes. (Did they fit the character?
Who designed them?)
7. Comment on the set. (Does the set add something extra to
the play?)
8. Discuss memorable quotes. (List several examples and
explanations about why they are memorable)
9. Comment on the characterization. Any accents you found
particularly good, emotions you thought were realistic?
10. Give your own opinion. ( Say what you like and don’t like
about the play and maybe suggest some improvements)

EXERCISE:

Write a review on the play, “A Raisin in the Sun “following the

steps in writing a play review.

Note: The teacher provides the Rubrics for this activity.

 ENGLISH 9

FOURTH GRADING PERIOD

ACTIVITY NO. 4.6

Activity Title: Dramatizing a Play

Learning Competencies: Use varied verbal and non-verbal
communication strategies when performing
in a full-length play (EN9OL-Iva-3.7)

Produce the sounds of English effectively

when delivering lines in a full-length play
(EN9F-Iva-3.11)
Learning Target: Dramatize the play discussed
Reference Material: A Journey through Anglo-American
Literature ( Learners’ Materials) Module 4, Lesson 1 p.445
CONCEPT NOTES:
Tips to help you dramatize a play
1. Put yourself in your character’s shoes. Is your character angry,
proud or confident? Decide why your character would act in a
certain way.
2. Use your speaking voice. Change the volume, rate, pitch, and
tone of your voice to express your character’s feelings.
3. Use facial expressions. For example, closing your eyes while
speaking could show deep thought or impatience.
4. Use gestures. A fist, a pointed finger, and an open hand all give
different signals.
5. Enunciate. Be sure all of your audience can hear and understand
you, even when your character speaks softly.
6. Practice reading your lines. You may want to practice with a
partner or in front of a mirror to improve your facial expressions
and gestures.

Group Work:

Dramatize the play, “A Raisin in the Sun”. Follow the tips as you
practice your dialogues. Be ready to perform for the class.

Note: The teacher will provide the rubrics for this activity.
 ENGLISH 9

FOURTH GRADING PERIOD

ACTIVITY NO. 4.7

Activity Title: Predicting Outcomes

Learning Competencies: Formulate predictions based on material

viewed.(EN9VC-IVd-1.3/2.3)

Determine the relevance and the truthfulness

of the ideas presented in for prompt actions
( EN9LC-Iva-13)

Learning Target: Formulate predictions in the material viewed

Reference Material: A Journey through Anglo-American Literature

( Learners’ Materials) Module 4, Lesson 1 p.451

Activity:

Watch the video about the father and his daughter,

http://www.youtube.com/watch/v=KGno7xlorAA

Note: (The teacher will pause the video for you to be able to guess

what is going to happen next)

Exercise:

1. After watching the whole video clip, what do you think will happen to

the father and daughter?

2. If you were to give the ending to the video, how would you do it.

Present it through role play.

 ENGLISH 9

FOURTH GRADING PERIOD

ACTIVITY NO. 4.8

Activity Title: Taking A Stand on An Issue

Learning Competency: Analyze the stand of the speaker based on the explicit
statement made ( EN9LLC-IVd-7.4)

Learning Target: Take a stand on an issue

Reference: A Journey through Anglo-American Literature ( Learners’ Materials)

Module 4, Lesson 1 p.452-453

Concept Note:

Prediction may be factual or biased depending on a person’s stand.

A fact is something to exist or to happen. A bias on the other hand is a
prejudice.
Take a look into the following sentences.
(Fact) Pres. Noy is the president of the Philippines.
(Bias) Pres. Noy is the best president I’ve ever known.
Exercise:

Read the sample campaign ad. As you read, find out how the speaker gives a stand
on an issue.

Morning in America

It’s morning again in America. Today more men and women will go to work than even before
in our country’s history. With interest rates at about half the record highs of 1980, nearly
2000 families today buy new homes more than at anytime in the past for years. This
afternoon, 6,500 young men and women will be married and with inflation at least than half
of what it just four years ago. They can look forward with confidence to the future. It’s
morning again in America, and under the leadership of Pres. Reagan, our country is power,
stronger and better. Why would you ever want to return to where we were less than short
years ago?

Do what is asked.

Stand of the speaker _______________________________________

________________________________________________________

Fact:____________________________________________________

________________________________________________________

Bias:____________________________________________________

________________________________________________________
Your Stand: ______________________________________________

ENGLISH 9

FOURTH GRADING PERIOD

ACTIVITY NO. 4.9

Activity Title: Modeling of Modals

Learning Competency: Express permission, obligation and prohibitions.

( EN9G-IVd-23)

Learning target: Use appropriate modals in sentences

Reference: A Journey through Anglo-American Literature ( Learners’ Materials)

Module 4, Lesson 1 p.498-499

Concept notes:

There are two types of modal verbs of obligations; those that primarily
express a firm obligation or necessity- must and have to- and those that express
a recommendation or moral obligation-should and ought to.
Source: htpp://linguapress.com/grammar/modal-obligation.htm

Exercise:

Use must, have to, should, ought to correctly in the following sentences.

1. Challenges ____________not keep us from achieving our dreams.

2. Friends ______________be carefully chosen for the influence they can have.

3. Parents______________ respect their children, too.

4. Parents ______________ send their children to school.

 ENGLISH 9
FOURTH GRADING PERIOD
ACTIVITY NO. 4.10
Activity Title: Elements of A Play
Learning Competency: Explain the how the elements specific to full
length plays build its theme ( EN9LT-IVb-17.1)
Learning Target: Identify the elements of a play
Reference: A Journey Through Anglo American Literature
Module 4, Lesson 3 pp. 506-507
Concept Notes:

A play is a film of literature written by a playwright, usually consisting of

scripted dialogues between characters, intended for theatrical
performance rather than just reality. The following are the elements of a
play:
1. Setting- When and where does it happen?
2. Character – Who does it happen to?
a. Protagonist- main character
b. Antagonist- person, situation , or inner conflict in
opposition to the main character’s goals
c. Secondary Character- all other characters other than
protagonist and antagonist
3. Plot- What happens? The structure of the play
a. Exposition- background information
b. Conflict- The event that sets in motion the action of the
play
c. Rising Action- Complications and discoveries which create
conflict
d. Climax – Turning point of the plot, emotional intensity of
play
e. Falling Action – Series of events following the climax
f. Denouement – ending of the story
4. Theme – the playwrights’ message
Activity: Identify the element of the play reflected in each
statement.
1. The play evolved is part through the mind and memory of Willy
Loman.
2. Major character in the play include Ben Loman,Biff Loman and
Happy Loman.
3. The play is made to show the happiness and hopes of the past
and how these aspects of the past contribute to the problem of
the present.
4. The belief that having a pleasant personality will make someone
successful is one the themes of the play.
5. The protagonists of the play are Biff Loman and Linda Loman
ENGLISH 9
FOURTH GRADING PERIOD
ACTIVITY NO. 4.11
Activity Title: Changing Direct to Indirect Speech
Learning Competency: Change direct to indirect speech or vice-
Versa (EN9G-IVg-1)
Learning Target: Transpose direct to indirect speech or vice versa
Reference: A Journey Through Anglo American Literature Module 4,
Lesson 4 page 534
Concept Notes

Some Basic rules in Direct and Indirect Speech

Direct Speech Indirect Speech
1. Present simple 1. Past simple
She said ,”It’s cold”. She said it was cold.
2. Present continuous 2.Past continuous
She said,”I’m teaching English online. She said she was teaching English
online.
3. Present perfect simple 3. Past perfect simple
She said, ”I’ve been on the web since 1999. She said she had been on the web
since 1999.
4 .Present perfect continuous 4. Past perfect continuous
She said,” I’ve been teaching She said she had been teaching
English for seven years. English for seven years.
5. Past simple 5. Past perfect
She said, ”I taught online yesterday”. She said she had taught online yesterday.
6. Past continuous 6. Past perfect continuous
She said,”I was teaching earlier”. She said she had been teaching
earlier.
7. Past perfect 7. Past perfect
She said,”The lesson had already started She said the lesson had already
started when he arrived. when he arrived.
8. Past perfect continuous 8. Past perfect continuous
She said,” I’d already been teaching She said she’d already been
for five minutes. for five minutes.
Exercise
Change the following direct statements to indirect statements or
vice versa.
1. Linda said ,”People had to move somewhere”.
2.”Iam tired to the death” said Willy.
 3. “ A small man can be just as exhausted as a great man,” said Linda.
4. Biff said, “ I just can’t focus on my job.”

ENGLISH 9
FOURTH GRADING PERIOD
ACTIVITY NO. 4.12

Activity Title: Conducting A Panel Discussion

Learning Competency: Get the different sides of social, moral and

economic issues affecting the nation ( EN9LC-IVb-13.1)

Learning target: Conduct a panel discussion

Reference: A Journey Through Anglo American Literature Module 4,

Lesson 4 page 540-541

Concept Note:

A panel discussion is designed to provide an opportunity for a

group to hear several people knowledgeable about a specific issue or
topic, present information, and discuss personal views. It may help the
audience further clarify and evaluate their positions regarding specific
issues or topics being discussed and increase their understanding of
the positions of others.

Suggested social issues for group work activity:

1. Declaration of Martial Law in Mindanao

2. “TUKHANG” Program of Pres. Duterte

3. Manny Pacquiao”s plan to retire from his boxing career

4. The coming of the BIG ONE in NCR ( earthquake)

5. The effects of Climate Change

 ENGLISH 9

FOURTH GRADING PERIOD

ACTIVITY NO. 4.13

Activity Title: Critiquing a Panel Discussion

Learning Competency: Judge the validity of the evidence listened to

( EN9LC-IVh-2.15)

Learning target: Critique the validity of the evidence presented in a

panel discussion

Reference: A Journey Through Anglo American Literature Module 4,

Lesson 4 page 542-543

Task: Fill up the observation form below.

Our Observation
Name of Group Who Critiqued: ____________________
Name of Group Being Critiqued: _____________________

Strong Points: _________________________________________

__________________________________________
___________________________________________
Weak Points:
___________________________________________
___________________________________________
___________________________________________

Suggestions for improvement:

___________________________________________
____________________________________________
____________________________________________

RUBRICS is found in page 543.

 ENGLISH 9

FOURTH GRADING PERIOD

ACTIVITY NO. 4.14

Activity Title: Determining the Tone, Mood, Technique and the

Author’s Purpose
Learning Competency: Determine the tone, mood, technique and the
author’s purpose ( EN9LT-IVg-2.2.3)
Learning target: Describe the tone, mood, technique and the
author’s purpose
Reference: English III Expressways pp. 96-101

Concept Notes:

Tone- is the narrator’s or speaker’s attitude towards the subject.

Mood – is the general feeling or atmosphere that a piece of writing

create within the reader produced most effectively through the

use of setting, theme, voice and tone.

Author’s Purpose- is one that is motivated by an expressive desire to

relay information. Authors write to tell a funny story (entertain),

teach and show how to make something (inform) and make the

reader agree with the author about something important

(persuade).

Techniques- are tools, methods and part of the author’s style to

express and give more meaning to his writings.

TASK 1: Read the story “ Jonathan Livingstone Seagull”

(English Expressways III, pp. 96-101 )

TASK 2: Fill in the box with the appropriate information based on the
story.

Tone
Mood
Technique
Author’s Purpose
 ENGLISH 9

FOURTH GRADING PERIOD

ACTIVITY NO. 4.15

Activity Title: Creating a Playbill

Learning Competency: Use appropriate multi-media resources

effectively and efficiently ( EN9OL-IVi-3.10)

Learning target: Make a playbill using appropriate multi-media

resources.

Reference: A Journey Through Anglo American Literature Module 4,

Lesson 4 page 601-607

Concept Notes:

A playbill is a poster, pamphlet, or flier that advertises a stage

play.
Procedure in Making a Playbill- ( Pls. refer to LM9 pp. 601-607)

TASK:

Make your own playbill by following the step by step process in

order to attain a better output.

( The teacher will provide the RUBRICS for this activity)