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Grade 9 Bow

This document outlines the essential learning competencies for Grade 9 English over 4 quarters. In Quarter 1, students will learn to use modals and conditionals to express arguments. They will also learn about word formation and determining vocabulary for different styles. In Quarter 2, students will analyze literature to value other people and circumstances. They will also compare information from different texts. Quarter 3 focuses on listening comprehension, differentiating biases from prejudices, and interpreting various media. Students will judge the validity of evidence and ideas. Quarter 4 involves taking a stand on issues and reacting to value judgments while relating content to real life issues and concerns.

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Chello Ann Pelaez Asuncion
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120 views2 pages

Grade 9 Bow

This document outlines the essential learning competencies for Grade 9 English over 4 quarters. In Quarter 1, students will learn to use modals and conditionals to express arguments. They will also learn about word formation and determining vocabulary for different styles. In Quarter 2, students will analyze literature to value other people and circumstances. They will also compare information from different texts. Quarter 3 focuses on listening comprehension, differentiating biases from prejudices, and interpreting various media. Students will judge the validity of evidence and ideas. Quarter 4 involves taking a stand on issues and reacting to value judgments while relating content to real life issues and concerns.

Uploaded by

Chello Ann Pelaez Asuncion
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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GRADE 9 – ENGLISH

Most Essential Learning No. of Days


Quarter Domain Learning Competencies
Competencies (MELC) Taught
Quarter 1
Compose clear and coherent sentence using modals A
G 2
Express permission, obligation and prohibition using modals E
G 1 5
G Identify parts of conditionals A
2
G 2 Use conditionals in expressing arguments B
5
Arrive at the meaning of words through formation (clipping,
V blending, acronymy, compounding, folk etymology, etc.) 4

Note types of context clues (restatement, definition, synonyms,


V antonyms) used for a given word 4

Provide words or expressions appropriate to a given situation


V 4
Determine the vocabulary or jargons expected of a communicative style
V 3 E 5
Employ the appropriate communicative styles for various situations
V 4 (intimate, casual, conversational, consultative, frozen) B 5

Quarter 2
Compare and contrast similar information presented in different texts
RC 6
Relate text content to particular issues, concerns or dispositions in life
RC 5 10
Explain how a selection may be influenced by culture, history,
L 5
environment or other factors
Analyze literature as means of valuing other people and other various
L 5
circumstances in life
Analyze literature as means of understanding unchanging values in the
L 6 VUCA (volatile, uncertain, complex, ambiguous) world E 10

Quarter 3
LC Reflect on the ideas of the speaker 2
Share on the personal opinions on the ideas listened to
LC 2
LC Form decisions based on the ideas mentioned 2
LC 7 Differentiate biases from prejudices E 5
Interpret the message conveyed in the material viewed
VC 3
Analyze the information contained in the material viewed
VC 3
Determine the relevance and truthfulness of the ideas presented in the
VC 8 5
material viewed E
LC Interpret the information listened to 3
Recognize unfaulty logic, unsupported facts and emotional appeal
LC 3
Judge the relevance and worth of information/ideas
LC 3
LC 9 Judge the validity of the evidence listened to 5
Quarter 4
Judge the relevance of the truthfulness of the ideas listened to
LC 4
LC Judge the validity of the evidence listened to 4
Judge the relevance and worth of ideas, soundness of author’s
RC 10 reasoning and the effectiveness of the presentation 8

Get the different sides of social, moral and economic issues affecting the
LC 4
nation
Relate text content to particular issues, concerns and dispositions in real
RC 4
life
Take a stand on critical issues brought up in the material viewed
VC 4
React to lay value judgment on critical issues that demand sound analysis
LC 11 and call for prompt actions B 8

A - An enabling competency developed to bridge the MELC B - The MELC is a refinement/restatement of the available K to 12 LC.
C - The MELC was developed by merging/fusing a set of related LCs.
D - The MELC originally appeared in other grade level/s based from the K to 12 Curriculum Guide. E - The MELC originally appeared in other quarter/s based from the K to 12
Curriculum Guide.

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