HOLY CROSS OF DAVAO COLLEGE

SOS Drive, Bajada, Davao City

BASIC EDUCATION DEPARTMENT

GRADE 9
Grade & Section

SERVICE
HCDC Core Values

Topics: The English Heritage: William Shakespeare’s The Merchant of Venice Date: January __, 2016

Learning Materials:

Enduring Understanding: Linkage between literature and society.

Essential Question: What is the relationship between literature and society?

Learning Experiences
Objectives
Questions to be asked Evaluation
At the end of three sessions, the grade DAY 1
9 students should be able to: Introduction

A. Cognitive ARRANGE THE QUOTE!

1. Recognize the contributions
of English Literature
2. Distinguish Shakespeare
from other authors.
3. Infer the character of a
person
B. Affective
4. Realize the importance of
justice.
5. Imbibe a sympathetic heart.
C. Psychomotor
6. Write a reflective essay.
7. Read and comprehend
“The Merchant of Venice”.
The teacher had prepared two famous What can you create out of these
quotes from each person that had words?
contributed to English Literature.
These are quotes from Queen
Elizabeth, Christopher Marlowe, and
William Shakespeare.
Who can explain this quote?
The students will be divided into six
groups. Each group will be given a set
of words in which they will be tasked to
arrange to form a quote. After, one
representative will be tasked to explain
the quote that they had arranged.
Interaction DAY 1

The teacher will explain the influence What are the contributions of English Direction: Answer the questions briefly
of each author to English Literature. Literature in today’s Literature? and concisely. (6pts. each)
Also, she will talk about the
contribution of English Literature in 1. What contribution of English
today’s Literature. Literature reflecting universal
ideas are still useful and
The teacher will post a picture of What can you say about him? meaningful today?
William Shakespeare. She will then Who can give some of his literary 2. How will you describe William
ask the students a question about him. works? Shakespeare?
Then, she will talk about him and his
literary works. Criteria:
Content – 3 points
After, she will instruct the students to Guide Questions: (to be answered by Relevance – 3 points
read the play “The Merchant of the students to ensure that they will TOTAL - 6 points
Venice” for tomorrow’s discussion. read the play in advance)

1. What happened to the money

lender in the play?
2. Do you find any reason for
sympathizing with the money
lender?
DAY 2

The students should have read the

story “The Merchant of Venice”. The
teacher will let the students watch a
video play of “The Merchant of
Venice”.

After the film viewing, the teacher will

conduct a group activity. The class will
be divided into five groups. Each
group will answer the processing
questions found on page 260. They
will write their answers on a Manila
paper and on the next day, a
representative will report their answer.
 DAY 3 DAY 3
Each group will be given a chance to Direction: Write a plot synopsis of the
report their answers through their play “The Merchant of Venice”.
representative. Observe 3-5-3 format.
Criteria:
After the reporting, the teacher will Content – 4 points
deepen the understanding of the Organization – 4 points
students towards the play. Development – 4 points
Use of Language – 4 points
TOTAL - 16 points

Integration Rubrics for activity:

The class will be divided into six Why should one be sympathetic? Content – 5 points
groups. Three groups will be tasked to What is the importance of having Creativity – 5 points
create a one-minute advertisement in justice in our society? TOTAL – 10 points
which they will promote the value of
sympathy. On the other hand, the
other three groups will promote the
importance of justice.

Off-school practice: None

References:

Authors:

Date of retrieval:

Pages

Remarks: Prepared by: Checked by: Approved by:

 Score Content Organization Development Use of Language
Details are appropriate to the topic. Clear sense of order. Begins with a thesis or topic Develops each point with many specific Uses technical or scientific terminology
Content is factually correct. sentence. Supporting points are presented in a details. Discusses the topic completely. appropriately and correctly. No major
4 logical progression. grammatical or spelling errors.

Details are appropriate to the topic. May lack a thesis sentence, but points are Each point supported with some details and Accurate word choice. No more than 2 major
Content may have one or two factual presented in a logical progression. evidence. All important points are included. errors and a few minor errors.
3
errors.

Details relate peripherally to the topic; Logic of argument is minimally perceivable. Points Sparse details or evidence. Topic is partially Ordinary word choice; use of scientific
contains significant factual errors. presented in a seemingly random fashion, but all discussed. terminology avoided. Some serious errors (but
2 support argument. they don’t impair communication).

Details unrelated to the topic. Lacks clear organizational plan. Reader is Statements are unsupported by any detail or Limited vocabulary; errors impair
confused. explanation. Repetitious, incoherent, illogical communication.
1
development.

CRITERIA 1 POINT 2 POINTS 3 POINTS

Quality of Information Transfers knowledge and skills to new contexts with very Transfers knowledge and skills to new contexts with Transfers knowledge and skills to new contexts with a high
limited information. some information. degree of information.

Awareness Defends his or her dominant and privileged beliefs, Identifies and articulates issues that are not points of Explains the reasoning behind differing points of view and
expectations, and values without sufficiently considering disagreement as important issues of disagreement considers and discusses alternative views rationally and
alternative points of view. impartially.