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1. Republic of the Philippines
Department of Education
DIVISION OF ORIENTAL MINDORO
MARCELO I. CABRERA VOCATIONAL HIGH SCHOOL
San Aquilino, Roxas
BUDGET OF WORK
ENGLISH 9
QUARTER 1: August 24, 2020 to October 16, 2020
Content Standard: The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of
preserving unchanging values in a changing world; also how to use modals, conditionals, and communicative styles in active and passive
constructions plus direct and indirect speech to enable him/her competently performs in a speech presentation
Performance Standard: The learner competently performs in a speech presentation through applying effective verbal and non-verbal
strategies and ICT resources based on the following criteria: Focus, Voice, Delivery and Dramatic Conventions.
Learning Competencies Sub Competencies Domains Number
of days
1. Express permission,
obligation, and
prohibition using
modals
Week 1  Identify modal verbs that are
used in expressing permission,
obligation, and prohibition
 Determine modal verbs whether
if these are used to express
permission, obligation, and
prohibition
 Grammar
awareness and
structure
 Writing and
composition
10
Week 2  Create sentences that express
permission, obligation, and
prohibition using modal verbs
 Use correct modal verbs in
expressing permission,
obligation, and prohibition
through written forms
 Assess learning by answering the
summative test
 Grammar
awareness and
structure
 Writing and
composition

2. 2. Use conditionals in
expressing
arguments
Week 3  Define conditional verbs
 Distinguish conditional verbs in
expressing arguments
 Identify the types of conditional
sentences in expressing
arguments
 Grammar
Awareness and
Structure
 Writing and
Composition
15
Week 4 and 5  Organize the forms in using
conditionals to express
arguments
 Formulate sentences using the
different forms of conditionals in
expressing arguments
 Assess learning by answering the
summative test
 Grammar
Awareness and
Structure
 Writing and
Composition
3. Employ the
appropriate
communicative
styles for various
situations (intimate,
casual,
conversational,
consultative, frozen)
Week 6  Name communicative styles for
various situations
 Cite examples of jargons used in
communicative styles suitable
for various situations
 Vocabulary
Development
 Writing and
Composition
 Oral Language
and Fluency
 Viewing
15
Week 7  Describe the communicative
styles for various situations
 Explain the importance of
different communicative styles
for various situations
 Writing and
Composition
 Oral Language
and Fluency
 Viewing
Week 8  Use the appropriate
communicative styles for various
situations through writing/
speaking
 Writing and
Composition
 Oral Language
and Fluency

3.  Employ effective and
appropriate words in
communicative styles
 Assess learning by answering the
summative test
QUARTER 2: October 19, 2020 – December 12, 2020
Content Standard: The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of
preserving unchanging values in a changing world; and how to use active and passive constructions plus direct and indirect speech to enable
him/her competently performs in a solo presentation
Performance Standard: The learner proficiently plays an active part in a Solo presentation through employing effective verbal and non- verbal
strategies based on the following criteria: Focus, Voice, Delivery, Facial Expressions, Style and Body Movements or Gestures.
1. Relate text content
to particular social
issues, concerns, or
dispositions in real
life
Week 9  Formulate predictions on
materials viewed
 Reading
Comprehension
 Study strategies
 Viewing
20
Week 10  Determine the relevance and
the truthfulness of the ideas
presented in the picture
 Reading
Comprehension
 Attitude towards
language,
literacy and
literature
Week 11  Compare and contrast ideas
presented in material viewed
 Study strategies
Week 12  Analyze the content and feeling
levels of utterances in
persuasive texts
 Explain how particular social
issues, concerned, or
dispositions in real life may
affect to anyone
 Reading
Comprehension
 Attitude towards
language,
literacy and
literature

4.  Assess learning by answering the
summative test
2. Analyze literature as
a means of
understanding
unchanging values in
the VUCA (volatile,
uncertain, complex,
ambiguous) world
Week 13  Read the text carefully
 Be familiar with the technical
vocabularies found in the text
 Answer comprehension
questions correctly
 Vocabulary
Development
 Reading
Comprehension
 Writing and
Composition
 Attitude towards
language,
literacy and
literature
20
Week 14  Explain the literary devices used
 Analyze the text and identify its
elements
 Reading
Comprehension

Week 15  Analyze the text and identify its
elements
 Determine tone, mood,
technique, and purpose of the
author
 Explain how a selection may be
influenced by culture, history,
environment, or other factors

 Writing and
Composition
 Attitude towards
language,
literacy and
literature
Week 16  Compose forms of literary
writing to show appreciation to
the text
 Show appreciation for the
significant human experiences
highlighted and shared during
the discussion
 Writing and
Composition
 Attitude towards
language,
literacy and
literature

5.  Assess learning by answering the
summative test
QUARTER 3: January 4, 2020 – February 26, 2020
Content Standard: The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of
preserving unchanging values in a changing world; also how to differentiate biases from prejudices, determine relevance and truthfulness of
the information in active and passive constructions plus direct and indirect speech to enable him/her competently performs in a speech
presentation
Performance Standard: The learner competently performs in a speech presentation through applying effective verbal and non-verbal
strategies and ICT resources based on the following criteria: Focus, Voice, Delivery and Dramatic Conventions.
1. Differentiate biases
from prejudices
Week 17  Name examples of biases and
prejudices
 Share thoughts, feelings, and
intentions in the material
viewed
 Distinguish factual from
opinionated or subjective
statements
 Vocabulary
Development
 Reading
Comprehension
14
Week 18  Judge the relevance and worth
of ideas, soundness of author’s
reasoning, and the effectiveness
of the presentation
 Appreciate the value of equality
among others

 Writing and
Composition
 Attitude towards
language,
literacy and
literature
Week 19  Demonstrate understanding
about biases and prejudices
through journal writing
 Provide crucial feedback on the
idea presented in the material
viewed
 Assess learning by answering the
summative test
 Writing and
Composition
 Attitude towards
language,
literacy and
literature

6. 2. Determine the
relevance and the
truthfulness of the
ideas presented in
the material viewed
Week 20  Distinguish factual from
opinionated or subjective
statements
 Form decisions based on the
ideas mentioned
 Vocabulary
Development
 Reading
Comprehension
13
Week 21  Provide crucial feedback on the
idea presented in the material
viewed
 Assess learning by answering the
summative test
 Writing and
Composition
 Attitude towards
language,
literacy and
literature
3. Judge the validity of
the evidence
listened to
Week 22  Share thoughts, feelings, and
intentions in the material
viewed
 Analyse the information
contained in the material
listened to
 Reading
Comprehension
 Viewing
13
Week 23  Compose forms of literary
writing
 Assess learning by answering the
summative test
 Writing and
Composition
 Attitude towards
language,
literacy and
literature
QUARTER 4: March 1, 2020 – April 30, 2020
Content Standard: The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of
preserving unchanging values in a changing world; also how to judge the contexts in active and passive constructions plus direct and indirect
speech to enable him/her competently performs in a speech presentation
Performance Standard: The learner competently performs in a speech presentation through applying effective verbal and non-verbal
strategies and ICT resources based on the following criteria: Focus, Voice, Delivery and Dramatic Conventions.

7. 1. Judge the relevance
and worth of ideas,
soundness of
author’s reasoning,
and the
effectiveness of the
presentation
Week 24  Read the text carefully
 Be familiar with the technical
vocabularies found in the text
 Answer comprehension
questions correctly
 Reading
Comprehension
23
Week 25  Explain the literary devices used
 Analyze the text and identify its
elements
 Reading
Comprehension

Week 26  Determine tone, mood,
technique, and purpose of the
author
 Write a judgement of relevance
and worth of ideas presented in
the video through cycle map
 Writing and
Composition
 Attitude towards
language,
literacy and
literature
Week 27  Assess the relevance and worth
of ideas presented in the
material viewed
 Assess learning by answering the
summative test
 Writing and
Composition
2. React to lay value
judgment on critical
issues that demand
sound analysis and
call for prompt
actions
Week 28  Give examples of critical issues
that demand sound analysis and
call for prompt actions
 Provide insights about critical
issues that demand sound
analysis and call for prompt
actions
 Study Strategies
Week 29  Share thoughts, feelings, and
intentions in the material
viewed
 Reading
Comprehension

8. Week 30  Provide appropriate and critical
feedback to a specific issues that
demand sound analysis and call
for prompt actions
 Writing and
Composition
 Attitude towards
language,
literacy and
literature
20
Week 31  Write some reactions on critical
issues that demand sound
analysis and call for prompt
actions through slogans, posters,
or any sort of literary writings
 Assess learning by answering the
summative test
 Writing and
Composition
 Attitude towards
language,
literacy and
literature
Prepared by:
MARY WENNIE L. ANASTACIO
Junior High School Teacher III
Verified by:
JOHN M. FAJILAGUTAN
School Principal III
Checked by:
JERLYN C. MAGRACIA
Master Teacher I