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YOUR JOURNEY
This lesson marks the flrst major stop of your itineraries in Grade 9 English.
Here, you'll d.emonstrate your understanding of all the importu.rt ,.ti-.orr"""pt,
alongside the essential literary concepts and language communication skills
needed for you to celebrate your self-worth as you positively raise your self-es-
teem. This is made possible through a speech choir presentation as evidence of
your understanding.
This lesson is drawn from the baseline celebrating self-worth. In this lesson, you
will be able to explore some important concepts t"uaing;r"ii."rrr*.ment.
Hopefully, through your understanding of the overriding and underlying con-
cepts plus the activities ygu'll be engaged in in this lesson you'll surely be able
to answer the BIG Questions: How can I attain sblf-worth? What does it take
to get the most out of life?
In totality, you'll prove that reading poems can reany help uplift your sense of
self-worth. Parallel to this, taking active control of all the language communi-
cation skills you've learned in this quarter marks your understanding of the
lessons. Hopefully, this cantie demonstrated throujh a very impressivJrp"..h
choir presentation.
YOUR OBJECTIVES
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These are your objectives for this lesson. you are expected to
draw generalizations and conclusions from the material viewed
summarize information from the text listened to
prov-e that title serves as a big clue to project on the meaning of the poem
use definition to arrive at meaning of words
explain how a poem is influenced by culture and other factors
use literary devices and techniques to craft poetic forms
use the appropriate and effective speech conventions expected of speech choir
presentations
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ftsk I Something Special Game
. Form two big groups.
. With your groupmates
y' recallthe poems you've explored in class.
y' select lines that you found special, something new, or that affect your
attitude in life for you to become a better person.
r/ write these chosen lines from the poems on slips of paper and drop them
in the designated special box
. Draw lots on which group will be the first to read the chosen lines and share
your ideas about them.
lessons from week r to 8.
Take turns in sharing insights.
For three (3) minutes, share your insights.
Allot five (S) points for each sharing.
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The first group to come up with the most number of points vvins.
T:ask'2 Here and Now
. Reflect on the recent issues that we need. to attend to.
. Decide which of them can be solved through your understanding of the con-
cepts revealed in the previous lessons. Whictr of these concepts do you need
more to help solve these problems?
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. Recall and use everything yorii"urrred about enhancing yourself from the
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3. Ihsk r Dignity Delight
what do you do to celebrate seH-worth? you buywhat you want, take a trip
to the mall, stroll in the park or seashore, or hanj out withyog f.i".rd, doing
things you like to do.
Draw a picfure of the ways you celebrate your self-worth.
Use creative ways to show them in your drawing.
work with a group of your classmates and cornpare your ideas about the
wal you celebrate your self-worth. How closely do you think these drawings
match your mental image of celebrating self-worth? prove your point.
Share your group's ideas with the whole class.
lhsk C Getting the Most Out of Life
. Form a threesome and take a good look at this picture.
. Use the following guide questions.
y' Does the drawing answer the question: what does it take to get the
most out of life?
what general truth in life comes to your mind as you see this picture?
How closely do you think the drawings match your mental image of cel-
ebrating self-worth? Prove your point.
what details of the picture suggestthe importance of attaining self-worth?
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. .Talk about what it communicates to you.
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y' Howwell doyouthinkthe drawings fitthevalue of celebrating selfirys662
/ What is your overall impression of this drawing? l
y' , How does the picture make you feel about self:worth? ,, ,
r' y{hatothervisuals can you think ofto illustrate your sense of self-worth?
Prove your point.
At.r ten minutes, convene and keep a record of these findings (in line with;
celebrating self-worth).
Share your findings with the class.
Find common ground about your ideas
T sk 5 Focus Question
Remember the focus question: How can I attain selfrworth?
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Thrk 6 Setting Expectations-
fuiswer this question: What do I,e-xpect or,need or hope to learn?
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. Write yourtargets on what you eipect or need or hope to learfi in this lesson.
List logical temporary answers to
You are now ready for the next phase of the lesson.
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5. YOUR TEXT
Whatever direction you take in life, you need to follow certain guide posts to
reach your destination.
' Draw and label a stairway, road, or path that reflects your life or your family's
struggles.
. Use the following qrrestions to guide you.
r' Arethere twists and turns in jrour life? How will you present them?
r' Whatare they?
r' Are all 16" steps of the same height? Why or why not?
r' Is part of this stairway, road, or path in the past, present, or future?
r' How are the parts different?
r/ which part in the past, present, or future represents your or your fam-' ily's self-worth and which are the parts you celebrated or woota Uk" to
celebrate?
. Write a short description of what you d.rew.
. Share your work with the class.
Thsk I A Time to Proiect
. Read and focus your attentioR on the title of the poem f by Rudyard Kipling.
' To illustrate the importance of celebrating self-worth, the poern {fprovides
cherished pieces of information which are clearly conveyed.
. Express your thoughts and views on what the subject of rn" poem would be.
I think the poem If by Rudyard Kipling would be about
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Tlaskg AGolden Door
. Form a small group of three and take turns in sharing your thoughts, feelings,
and experiences that relate to the following quotation.
. Share your findings with the rest of the class.
I'lask fO What's it?
. Find out how the poem ff written by Rudyard Kiplirtg will help you achieve
more insights on how to make lifebetter if not the best.
. As you listen to your teacher read the poem If, read,it silently and watch out
for words which are diffrcult for you to understand.
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7. By now, you have developed a variety of strategies to help you figure out the
meaning of unfamiliar words
When you find hints to the meaning of a word in the words or sentences that
surroun-d it, you know you have context clues. These context clues can help
you expand youq vocabulary all the more. ,
one simple strategy is through definition or restatement clues. Here, you
must watch out for words like or, that is, in other words, also called as
that often signal definition or restatement.
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?astr m Vocabulary Game
. Form two (z) big groups.
. Go over your list and find out which of them are clearly described by the
following definitions.
1. It means "misfortune" or "bad luck."
2. In other words, they are your "enemies" or "opponents."
3. It means "stack" or "bundle."
4. They are called "pretenders" or "fakes."
S. They are also called the "playing cards."
6. It means "strength.
T. This means " to bow" or "to bend."
8. It is a " trick" or "setup" or "deception."
9. This calls for "good qualtty" or "morally good."
rO.In other words, these are your "achievements," "accomplishments," Or
"successes."
. Take turns in identifuing each of these words in a minute.
. Each correct answer will be given a corresponding point.
. The group to come up with the most number of points wins.
riark {2 Small Group Differentiated Works (SGDW)
. Read the poem once more to find its meaning.
. Remember tha[the poem is divided into four parts. Find out how each part
suggests something or someone in real life. '
. Pick out lines that clearly suggest such.
. Complete the following table with entries called for.
Part of the poem What it suggests Words, phrases, or lines
that clearly suggest
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9. Group 2. Always do the positive
The poem sets conditions that serve as positive signs for success or attainment
of self-worth. check out which of these signs are conveyed in the poem.
. Discuss by specifiring which part, stanza, or lines clearlypoint out each pos-
itive sign.
' Talk about which of them you agree or disagree with. Explain.
. Share your ideas with the class.
Group3. Firming up the value of self-worth
. Answer the following guide questions:
rz which part makes you think of someone or something in real life?
r/ What kind of roadmap in life is conveyed in the poem?
r' How can one be a man according to R. Kipling?
r' Whatconditions are stated in each stanza?
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10. r' Is the message of the poem worthwhile? Prove your point.
r' How important is the poem's message in your life?
Group 4, Summarizing
o Think back on what you usually do to summarize points in a text you read or
ideas you listened to. Giving the summary helps clarify your understanding
of the key information in a reading or listening or literary piece. When you
, summarize,yortcondense the ideas you read or listened to. As you summarize
you restate the main ideas and the most important details in a fewwords and
sentences.
. LJse the following questions'as your guide:
r/ What have you learned from it?
r/ What approach to life do you think the poet intended to show and share
in the poem?
r' r.lvhatnew and special way does the poem give you of enhancing yourself
that can be celebrated? .a,
r' How will it help you to become a better person?
Yas$s ruB On Using Ellipsis
A. Ellipsis is also a part of everyday conversation. It's normal that one speaker
may cut offwhat he/she is saying, another speaker may trail off, or his/her
train of thought may wander. The use of ellipsis makes the conversation
natural and realistic even in poems.
. Look closely at the following Info-Ad.
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Are you going to ioin our Speech ornd I)ranna Club?
Experience challenges
. Share Aour talents ... r
Be a part of our grou7.
Aaaahhhh ... you're interested
Yippeee ...We canhelp. Pls. ContactAnne at o9t6-..

11. What is the ad all about?
What is common to these expressions?
t. Share your talents ...
z. Aaaahhhh ... you're interested
3. Yippeee ... We can help.
What name do we give these puncfuation marks?
Remember that ellipsis (...) are punctuation marks that are used to show that
something has not been expreSsed. It usually indicates any of the fotto*rrg,
. Words that have been left out of a quotation '
. Words that are being thought Ofltrstead of spoken.
. d series that continues beyond the items mentioned.
. Time passes or action occurs ini4rnarration.
A. Markit right!
choose the blank that marks the best plaqe to insert ellipsis points.
' 1. "The intellect, seeker of absolute truth_or the heart lover of_
absolute good we awake
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by Ralph waldo Emerson
2. "Time is a test of trouble but not a remedy _,,
by Emily Dickinson
3. Time never assuage- an actual suffering strengthens . as
sinews do with age _" by Emily Dickinson
4. "Yet if we could scorn, hate and : pride and fear: If we were
things born not to shed a tear_" by percy Bysshe Shelley
5. "Rise in the spiritual rock
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flow through our deed'and _ make them
pure_ " byAlfred [,ord Tennyson
B. Insight
' Share your insights on your most liked poem bywriting them down. Illustrate
at least two (z) of the ellipsis rules in your work.
Find a partner and exchange papers.
. Comment on each other's work.
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12. C. Best ofRoundup
. Talk about your family, your friend, your classmate, and yourself.
. List special abilities that you, your family, and your peers have as well as the
reasons why you feel great because of them.
. Present a write up of this sharing.
. Remember to use ellipsis whenever necessary.
D. Ellipsis Patrol
. Find a stack of old newspapers and magazines. Scout for and choose articles
ofyour interest.
. Look for and encircle all the ellipsis used in the articles.
. Discover who in the class can n1,g tfre most number of articles with ellipsis.
At this stage, you should have several"i.ndpfessive ideas on why you need to cele-
brate self-worth. Eventually, you are ready to prove your understanding of how
this valued concept can be realized through getting involved in real-life tasks
like that you'll activate on... t;."' ;
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DrscovERy rAsKs
Esk r* The Big Four
. Form four (+) big groups and choose one from the following tasks to work
on.
. With your groupmates, discuss howyou'll squarely come up with any of the
following.
Group 7. Anadvice poem
. Write a poem that offers advice to a friend, relative, classmate, schoolmate,
or someone else.
t i . IJse thesewords and phrases in any order.
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,li Remember to use rhyme, rhythm, repetition, and imagery in your poem.r,. "
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13. Group 2. Advice column
' Read advice columns from newspapers, magazines, or comics.
Look
it
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littloaras,
email ads, posts on FB or Twiner, listen to the'radio,
or wdtch TV talk shows or TV commercials that persuade people to do or not
to do something in order to celebrate self-worth.
. Look for advice for those who have problems with their self-worth.uvrr vV Vt Lll.
. Collect them.
,r . p4cagge yplrr, qlfec,tion with,Iour groupmates.
, . :,Notqtheqwords you read or hgar and imagbE that you see. How do the ads
persuade you? , ., .,i .
' . Find out if humor is used in the ads.
' watch out for what these pieces of advice'have in common.
. Report your findings to other groups.
Group 3. Look up the hero
' Choose your most remembered poet/persona in your favorite poem and use
him/her as your role model in life. . :
' Write abouthis/heroutstandingtrait orattihrdethatisworttrytofolloworpraise.
' Remember the lines conveying such trait or attitude and use them as possible
words of wisdom
. Share your thoughts with the class.
Group 4. Mqsical beat
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song (rap, pop, rock, ethnic, classical, country, religious, etc.).
. Match it with your favorite poem. .
' Try writing new words (expressing your ideas on how to celebrate self-worth)
to go with the music,.
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use rhgnes, repetition, imagery, figures of speech, and rhythm.
. Try singing it to class.
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14. q
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@YouR FTNALTA'K
Finally, you are rgady to try your hand at your majortask for the first quarter: a
speech choir presentation. Have you ever wanted to be on stage while you're
with a group reciting a poem? Here's your chance.
Luckily, yoqwiJl perform withyour classmates, in a gpeech choirpresentation.
Remember, you have everything you need to come up with a very impressive
performance. For you to make it as best as you can, you must undergo a process.
Here are some grand ideas for the performance of your speech
choir presentationr Look ttrem over before you plunge into it. Keep
these points in mind as you go through ttre process.
A. connect
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. Form three big groups or,y .i,l
. From the poems you have explored in class, choose one that
y' interests the majority of the group members;
y' is most liked; 'tl
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r' you feel a close connection with;
r' you want to read; and
y' youenjoy reading in public.
. Decide which poem is the bestfor speech choir presentation.
B. AWorking Script
Have u
:opy
of the poem and use it as a working script where you'll
/ underline the parts you find most dramatic like words, phrases, images,
sounds, and rhythm. { .
r' mark the parts where you'll go slowly, speak up, or pause.
r' donot end with a line but with a punctuation mark.
r' make notes describing the speaker/persona and. characters and consider
his/her
' age
'.'i feeling expressed in the poem ( Is there a change in his/her feeling as
the poem goes on?)
/ clatit*the tone (thoughtful, ten-der, serious, sarcastic, sad, happy) you'll i
convey.
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15. / decide
. whether the poem should be read by:
-alternating lines
-several voices or single voice
. how you will use your voice to convey your tone and
. what single impression you want your audience to get from your
reading.
. Plan your movements.
r' Specifu the posture and the movements thatwill be used including
the entrance and exit.
, , , i y' .,Aet brit some par,,tS"ediiecially thekey parts of the poem.
' . '
Decide on and be ereative'in your choice of props, costumes, scenery
sound effects, or othbr fdtms of musi'cal background.
D. Rehearse, Rehearse, Rehearse!
. Read according to punctuation;' .'
' Break down Iong s6ntences lnto subject and their meaning.
'i Readgroup of words for meaning rather than reading single words.
' Don't.come to a full pause but read on to the next line to complete the
thought.
' Read with expression. (Change the tone of youqvoiee to add meaning
to the word.)
I
' IJse the tone of your voice, eye movement, facial expressions and
minimal gestures to emphasize keywords and phrases.
.' Read aloud into the tape recorder and listen to it to note accuracy and
expression
' Read aloud and share feedback with a partner first then with the rest
ofthe group.
' As you rehearge, you must be open for comments and suggestions for
improving your performance.
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16. Li
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Have eye contact with your audience.
consider and be guided by the following criteria in your speech choir
presentation.
t/ Delivery (phrasing, pausing, intonation, stress)
y' Voice (qualrty, projection, volume, pitch, and tone)
/ Bacialexpression, eye contact, gestures
y' Choreography(movement)
y' Costumes, props, background music, and sounds
Checkyour progress.
OYouRTREA',RE
For your first quarter final appraisal, it is"safe to integrate and weigh the concepts
you've learned and the skills you've developed in the course of the first quarter.
Again, it is timely for you to think bftfik, reflect, and focus on the following es-
sential points that you
. enjoyed
found helpful
would like to work on further
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Keep a r-ecorg of all,of these and add your answers to the following questions.
, r., What di4 you find most difficult in this lesson?
2. What would you do to overcome these difficulties?
'' g. write at least (B) three possible ways that you can adopt to solve them.
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What do you hope to strengthen in the next lesson/s?
', Complete the chart aq shmryn with entries ealled for.
Part of the leaqgn that
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