Weekly Home Learning Plan for Grade 9

Q
ua
rt
er
1
PR The learner
OG demonstrates
RA communicative
M competence through
ST his/ her
AN understanding of
DA literature and other
RD texts types for a
deeper appreciation
of Philippine Culture
and those of other
countries.

GR The learner
AD demonstrates
E communicative
LE competence through
VE his/ her
L understanding of
ST literature and other
AN texts types for a
DA deeper appreciation
RD of Philippine Culture
and those of other
countries.

CO The learner
NT demonstrates
EN understanding of
T how Anglo-American
ST literature serves as a
AN means of enhancing
DA the self through
RD using strategies in
summarizing,
assessing, and
processing
information in texts
 listened to and
viewed; word
derivation and
formation strategies;
distinctions between
and among
informative,
journalistic, and
literary writing; and
appropriate and
creative use of word
order, punctuation
marks, and
interjections.

PE The learner transfers

RF learning by
OR composing and
MA delivering lines of
NC poetry and prose in a
E speech choir, jazz
ST chant, or rap with
AN appropriate and
DA creative use of word
RD order, punctuation
marks, and
interjections and
effective use of
verbal and non-
verbal strategies.

Day and Time Learning Most Essential Learning Learning Tasks Mode of Delivery
Area Competencies
October 5-9, English 9 1. ENWC-Ib-8: Distinguish Quarter 1, Module 1 Printed modules are
2020 between and among received and submitted
informative, journalistic, and 1.identify and distinguish between personally by the
literary writing. and among informative, parents/guardians to the
(Writing and Composition) journalistic, and literary writing teachers in school.
and or text type use in the given
sample of passage
2.create/write a text type using
piece of information of your
 choice using any of the certain
type of text
3.compose any of the text/ writing
type whether it is informative,
journalistic, literary

October 12- English 9 2. EN9G-Ia-17: Use normal and Quarter 1, Module 2 Printed modules are
16, 2020 inverted word order in received and submitted
(Grammar Awareness) 1. identify the word order in a personally by the
sentence parents/guardians to the
2. use normal and inverted word teachers in school.
order in creative writing

October 19- English 9 3. EN9SS-Ie-1.5.1: Skim to Quarter 1, Module 3 Printed modules are
23, 2020 determine key ideas and received and submitted
author’s purpose 1. skim to determine key ideas and personally by the
(Reading Comprehension) author’s purpose parents/guardians to the
teachers in school.
October 26- English 9 4. EN9V-Ie-11: Arrive at meaning Quarter 1, Module 4 Printed modules are
30, 2020 of words through word received and submitted
formation (clipping, blending, 1. form words personally by the
acronymy, compounding, folk parents/guardians to the
etymology, etc.) teachers in school.
(Vocabulary Development)

November 2- English 9 5. EN9LC-If-8.2: Judge the Quarter 1, Module 5 Printed modules are
6, 2020 relevance and worth of ideas received and submitted
presented 1. judge the relevance and worth of personally by the
(Listening Comprehension) ideas presented parents/guardians to the
2. make inferences on the teachers in school.
presented issue
3. express thoughts of the general
ideas
4. discuss the importance of
working with others
5. share personal opinion about the
 images presented
6. make an open letter stating
personal outlook in spreading
help and working with others

November 9- English 9 6. EN9VC-Ih-1.5/2.5: Draw Quarter 1, Module 6 Printed modules are

13, 2020 generalizations and conclusions received and submitted
from the material viewed 1. express their real-life experiences personally by the
(Viewing Comprehension) from material viewed parents/guardians to the
2. make inferences from what was teachers in school.
viewed
3. support answers or ideas from
the materials viewed
4. discuss the similarities and
differences of others
5. share a personal opinion about
the images presented in the
material viewed

November English 9 7. ENWC-Ii-3.6: Use literary Quarter 1, Module 7 Printed modules are
16-20, 2020 devices and techniques to craft received and submitted
poetic forms 1. produce the correct beat and personally by the
(Writing and Composition) rhythm in delivering lines of parents/guardians to the
poetry and prose in jazz chants teachers in school.
and raps.

Prepared by: JOVANNE M. POJANES Noted by: EVANGELINE D. MILLOR

English teacher school head
 Weekly Home Learning Plan for Grade 9

Q
ua
rt
er
2
PR The learner
OG demonstrates
RA communicative
M competence through
ST his/ her
AN understanding of
DA literature and other
RD texts types for a
deeper appreciation
of Philippine Culture
and those of other
countries.

GR The learner
AD demonstrates
E communicative
LE competence through
VE his/her
L understanding of
ST British-American
AN Literature, including
DA Philippine Literature
RD and other text types
for a deeper
appreciation of
Philippine Culture
and those of other
countries.

CO The learner
NT demonstrates
EN understanding of
T how Anglo-American
ST literature serves as a
AN means of valuing
DA other people through
RD using various types
of print media and
linear/non-linear
texts; strategies in
processing
information
connections in
listening and viewing
materials;
communicative
styles; and adverbs
and conditionals in
narration and
argumentation.

PE The learner transfers

RF learning by
OR composing short
MA prose forms with
NC appropriate and
E creative use of
ST adverbs and
AN conditionals and
DA delivering the same
RD through a Readers
Theater or Chamber
Theater format with
effective use of
verbal and non-
verbal strategies.

Day and Time Learning Most Essential Learning Learning Tasks Mode of Delivery
Area Competencies
January 25-29 English 9 Make connections between  State the importance of winning Printed modules are
texts to particular social issues, over challenges. received and submitted
 Compare new insights with
concerns, or dispositions in real previous learning.
personally by the
life.  Compose a poem relating to social parents/guardians to the
issues in life. teachers in school.
 Explain the relevance of literature
 as a means of connecting to the
world.

February 1-5 Make connections between •Dramatize through a simple role

texts to particular social issues, -play based on social issues.
concerns, or dispositions in realRecite an advocacy on how to
life. avoid/ minimize social issues.
Write journal pertaining to social
issues.
Provide comments/ opinions
relating to social issues or
dispositions in life.
February 8- •Write a short essay regarding their
12 experiences on social issues in life.
Manage an interview to those
persons experiencing racial
discrimination or bullying.
Read a selection and give feedback
after reading it.
Make inferences from what was
said
February 15- Analyze literature as a means of •Analyze literature as a means of
19 understanding unchanging valuing other people and their
ambiguous.
various circumstances in life
•Analyze the speech as a means of
observing situations the country is
facing at present
February 22-  Identify the features of sonnets
26  Understanding of comparing and
contrasting similar information
from different texts

March 1-5 Summative Tests

Prepared by: JOVANNE M. POJANES Noted by: EVANGELINE D. MILLOR

 English teacher school head

Weekly Home Learning Plan for Grade 9

Q
ua
rt
er
3
PR The learner
OG demonstrates
RA communicative
M competence through
ST his/ her
AN understanding of
DA literature and other
RD texts types for a
deeper appreciation
of Philippine Culture
and those of other
countries.

GR The learner
AD demonstrates
E communicative
LE competence through
VE his/her
L understanding of
ST British-American
AN Literature, including
DA Philippine Literature
RD and other text types
for a deeper
appreciation of
 Philippine Culture
and those of other
countries.

CO The learner
NT demonstrates
EN understanding of
T how Anglo-American
ST literature serves as a
AN means of enhancing
DA the self through
RD using strategies in
summarizing,
assessing, and
processing
information in texts
listened to and
viewed; word
derivation and
formation strategies;
distinctions between
and among
informative,
journalistic, and
literary writing; and
appropriate and
creative use of word
order, punctuation
marks, and
interjections.

PE The learner transfers

RF learning by
OR composing and
MA delivering lines of
NC poetry and prose in a
E speech choir, jazz
ST chant, or rap with
AN appropriate and
DA creative use of word
RD order, punctuation
marks, and
interjections and
effective use of
verbal and non-
verbal strategies.
Day and Time Learning Most Essential Learning Learning Tasks Mode of Delivery
Area Competencies
week 1 English 9  Discuss technical and operational Printed modules are
definitions of bias and prejudice. received and submitted
Compare and contrast biases from
prejudice. personally by the
Read news extracts and highlight parents/guardians to the
prejudiced attitudes. teachers in school.
Interpret ideas presented in
posters.
Characterize the characters and
identify the prejudice found in the
selection.
week 2  Determine the correct order of
events as presented in the text
 Judge the relevance and worth of
information and ideas.
 Write reflection/s on a given
situation.
 Analyze statements and evaluate
if these imply biases or
Differentiate biases from prejudices.
prejudice.(EN9LC-IVf-13.3)
week 3 Determine the relevance and  Determine the information
the truthfulness of the ideas contained in the material viewed
 Discuss literature as a means of
presented in the material connecting the world in relation to
viewed. the material viewed
 Explain the relevance of the ideas
presented in the material viewed
 Evaluate and give expanded
definition of words utilized in the
material viewed
 Analyze the information presented
and share insights in the class

week 4  Write reflections based on the

ideas presented in the material
viewed.
 Compose a song pertaining to
the material viewed.
  Sketch or draw a representation
of the ideas presented and explain
in the class.

week 6  State evidence/s implied in a

documentary through exercises.
 Connect evidences of the events
that validate/s the
judgment/generalization.
 Discuss validity of evidences of
documentaries presented.
Judge the validity of the
week 7 evidence listened to (EN9LC-IVh-  Summarize evidences and state
215) generalizations.
 Discuss validity of evidences of
documentaries presented.
 Evaluate evidences of the
documentaries presented and
connect if these justify the
generalization.
