Walking Through Grade 9 English

Walking Through Grade 9 English
Learning Module 1

DEPARTMENT OF EDUCATION
Session Objectives In this learning session, the participants should be able to: 1. gain clearer understanding of the contents and processes in teaching Grade 9 English 2. discuss difficulties / concerns related to the teaching of Grade 9 English and give recommendations DEPARTMENT OF EDUCATION

GROUP ACTIVITY Walking Through Grade 9 English
Choose a facilitator and a rapporteur. 2. Examine the contents of the Leaner’s Material (LM) and Teacher’s Guide (TG). Copy the Learner’s Material Matrix in a manila paper, and fill it out with entries called for. For no. 1, remember that the number of lessons per module dictates the number of groups to be formed. For no. 2, remind the participants that they will see the LM/TG Matrix after the instructions. DEPARTMENT OF EDUCATION

Learner’s Material Matrix
Walking Through Grade 9 English Learner’s Material Matrix Module Theme Lesson No. & Sub-Theme Grammar /Language Focus Enabling Activities Culminating Activity FINDINGS RECOMMEND-ATIONS Write your group’s findings and recommendations on how the LM and TG carried out the language learning processes specifically on: spiral progression d. learner-centeredness interaction e. contextualization integration f. construction Show this matrix after you have given all the instructions. After the allotted time in filling out this matrix, invite the participants to post and present their outputs through a gallery walk. DEPARTMENT OF EDUCATION

On the Topics / Competencies On Maximizing the LM & TG
ANALYSIS On the Activity What discoveries have you come up with after doing the activity? On the Groups’ Outputs What are the points of agreement and disagreement? What are the common discoveries you’ve made? On the Topics / Competencies What topics/competencies do you think will the teachers find difficult to teach? Why? On Maximizing the LM & TG What other concerns regarding the LM and TG have been surfaced after the activity? Present this slide to the participants before they do the gallery walk. Instruct them to write their group’s answers and present it later to the group. After their presentations, process the activity by emphasizing their role as trainers in leading their participants in the mass training to come up with the same understandings they had in the activity. DEPARTMENT OF EDUCATION

Understanding the Connection among the Curriculum Framework (CuF), Conceptual Framework (CF), Curriculum Guide (CG), Learner’s Material (LM) and Teacher’s Guide (TG)

Connection among CuF, CF, CG, LM & TG
Holistic Filipino Learner/ Child ENGLISH CONCEPTUAL FRAMEWORK CG LM TG English Grade 9 Content Standard Performance LANGUAGE Your Journey Your Initial Task Your Text Your Discovery Task Your Final Task My Treasure Your Objectives A S S E S S M E N T Learning Competencies The K to 12 Philippine Basic Education Curriculum Framework Present this slide as the beginning of the Abstraction phase. Review them on the connection among the Curriculum Framework, CG, LM and TG. Highlight the relationship of the CS and PS, and usage of the LM and TG will greatly help in achieving them. Culminating Activity Enabling Activities DEPARTMENT OF EDUCATION

ANALYSIS Assessment can be done in various ways to address different abilities, interests and motivation of learners and is built into instructional process; moves from judgmental to developmental.( self-assessment, reflective, informal, diagnostic, formative, peer assessment and portfolio assessment) generates input to inform and guide “Continuous Assessment ( CA) is an on going, informal assessment and evaluation ( process of making a judgment of a product, a response and a performance based on criteria ) combined.” McTighe and Ferrara ( 1994) Present this slide to the participants before they do the gallery walk. Instruct them to write their group’s answers and present it later to the group. After their presentations, process the activity by emphasizing their role as trainers in leading their participants in the mass training to come up with the same understandings they had in the activity. DEPARTMENT OF EDUCATION

ANALYSIS Continuous assessment effectively demonstrates and reflects the actual learning in the classroom. It is a process of gathering and integrating information “affirms high-order, creative and critical thinking; and because it embraces not only cognitive outcomes but behavioral and affective outcomes as well.” Carol A. Puhl Present this slide to the participants before they do the gallery walk. Instruct them to write their group’s answers and present it later to the group. After their presentations, process the activity by emphasizing their role as trainers in leading their participants in the mass training to come up with the same understandings they had in the activity. DEPARTMENT OF EDUCATION

ANALYSIS - directs instructional attention - authentic, real-life tasks - holistic and heavy on critical thinking and integration - multi-dimensional - typically done in a range of tasks - provide feedback/ comments(from peers, teachers) that happens during the process while there is still time to change and feedback happens quickly - learners , parents are invited to help assess Present this slide to the participants before they do the gallery walk. Instruct them to write their group’s answers and present it later to the group. After their presentations, process the activity by emphasizing their role as trainers in leading their participants in the mass training to come up with the same understandings they had in the activity. DEPARTMENT OF EDUCATION

The Learning Standards and Learning Competencies
Connection among CuF, CF, CG, LM & TG The Learning Standards and Learning Competencies Learning Competencies Reading Comprehension Listening Comprehension Viewing Comprehension Vocabulary Development Literature Writing & Composition Oral Language & Fluency Grammar Awareness Performance Standard Content Standard Present this slide as the beginning of the Abstraction phase. Review them on the connection among the Curriculum Framework, CG, LM and TG. Highlight the relationship of the CS and PS, and usage of the LM and TG will greatly help in achieving them. DEPARTMENT OF EDUCATION

The Grade 9 Learning Standards
(Module 1)

The Learning Standards
Program Standard (Kinder to Grade 12): The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper appreciation of Philippine Culture and those of other countries. English Grade 9 The learner demonstrates communicative competence through his/her understanding of British-American Literature, including Philippine Literature and other text types for a deeper appreciation of Philippine Culture and those of other countries. Grade Level Standard: DEPARTMENT OF EDUCATION

English Grade 9 – Module 1 Answer the Unpacking CS/PS Worksheet. Instruct the participants to answer the CS/PS Analysis Worksheet before proceeding to the next slide. DEPARTMENT OF EDUCATION

English Grade 9 – Module ___
The Learning Standards English Grade 9 – Module ___ Content Standard: answers the question: What should students know (knowledge) and do (skills)? shares the most important and enduring ideas, issues, principles, skills and habits of mind expresses the desired results Performance Standard: answers the question: How well must students do their work? presents product or performance as evidence of learning or attainment of content standard adds value to what students learned demonstrates conceptual understanding of content and skill acquisition represents real life, authentic task encompasses the standard Instruct the participants to answer the CS/PS Analysis Worksheet before proceeding to the next slide. DEPARTMENT OF EDUCATION

English Grade 9 – Module 1 Content Standard: The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of enhancing the self; also how to use processing, assessing, summarizing information, word derivation and formation strategies, appropriate word order, punctuation marks and interjections to enable him/her to participate actively in a speech choir. The learner actively participates in a speech choir through using effective verbal and non-verbal strategies based on the following criteria: Focus, Voice, Delivery, Facial Expressions, Body Movements/ Gestures and Audience Contact. Performance Standard: Instruct the participants to answer the CS/PS Analysis Worksheet before proceeding to the next slide. DEPARTMENT OF EDUCATION

Participate actively in a Speech Choir
The Learning Standards English Grade 9 – Module 1 Content Standard – Key Concepts ENHANCING THE SELF Anglo-American literature other text types Processing, assessing, summarizing information Word derivation and formation strategies Punctuation marks Interjections Participate actively in a Speech Choir Invite the participants to revisit their responses in the Unpacking CS/PS and CS/PS Analysis Worksheets. Discuss the diagram based on the relationship of the terms in the Content Standard. Appropriate word order DEPARTMENT OF EDUCATION

Verbal & Non-verbal Strategies
The Learning Standards English Grade 9 – Module 1 Performance Standard – Key Concepts SPEECH CHOIR Verbal & Non-verbal Strategies Voice Focus Facial Expressions Body Movements/Gestures Delivery Audience Contact active participation in a Invite the participants to revisit their responses in the Unpacking CS/PS and CS/PS Analysis Worksheets. Discuss the diagram based on the relationship of the terms in the Performance Standard. DEPARTMENT OF EDUCATION

The Grade 9 Learning Competencies
(Module 1)

The Learning Competencies (LCs)
English Grade 9 – Module 1: Lesson 1 RC Reading Comprehension LC Listening VC Viewing V Vocabulary Development LT Literature WC Writing and Composition F Oral Language and Fluency G Grammar Awareness EN9RC-Ia-16:Share prior knowledge about a text topic EN9LC-Ia-8:Process information mentioned in the text listened to EN9LC-Ia-3.6:Perform a task by following instructions EN9VC-Ia-3.8:Infer thoughts, feelings, and intentions in the material viewed EN9V-Ia-1:Provide words or expressions appropriate for a given situation EN9LT-Ia-14:Analyze literature as a means of discovering the self EN9LT-Ia-14.1: Identify the distinguishing features of notable Anglo-American lyric poetry, songs, poems, sermons, and allegories EN9WC-Ia-8: Distinguish between and among informative, journalistic, and literary writing. EN9OL-Ia-1.15:Use the appropriate segmentals (sounds of English) and the suprasegmentals or prosodic features of speech when delivering lines of poetry and prose in a speech choir, jazz chants and raps. EN9G-Ia-1.6/1.7:Use appropriate punctuation marks and capitalization to convey meaning Present them this slide and discuss it a little bit, then lead them to their copy of the CG so that they may see the whole list. Refer to your copy of the Curriculum Guide for a complete list of the LCs. What have you observed on the list of LCs? What does it mean? DEPARTMENT OF EDUCATION

The Learning Competencies (LCs) English Grade 9 – Module ___ You should notice that: 1. The Learning Competencies (LCs) are coded. This was initiated in order to identify learning competencies that are connected and exhibited spiral progression (from Kinder to Grade 10). These LCs bear the same code number. This is also connected to the creation of the LRMDS or Learning Resources Management and Development System. EN9RC-Ia-16: Share prior knowledge about a text topic DEPARTMENT OF EDUCATION

Domain EN9RC-Ia-16: Quarter Competency Week Subject Grade Level Subject Grade Level Domain Quarter Week Competency English Grade 7 Grade 8 Grade 9 Grade 10 Reading Comprehension Listening Comprehension Viewing Comprehension Vocabulary Development Literature Writing Composition Oral Language and Fluency Grammar Awareness I II III IV a b c d e f g h i j 1 2 2.1 2.1.1 (sample) DEPARTMENT OF EDUCATION

The Learning Competencies (LCs) English Grade 9 – Module ___ You should notice that: 2. There are deliberate iteration of LCs. Iteration of learning competencies was done to give teachers ample time to tackle the LCs and also to develop mastery among the learners. Spiral progression was taken into account in the iteration by identifying a focus on a particular segment of the LC and/or by the use of the sub-competencies, for a suggested time period. Also add that the spiral progression of the grammar awareness competencies can be seen in the Learner’s Material. EN9WC-Ia-8: Distinguish between and among informative, journalistic, and literary writing (Lesson 1 – Week 1) EN9WC-Ib-8: Distinguish between and among informative, journalistic, and literary writing (Lesson 2 – Week 2) DEPARTMENT OF EDUCATION

English Grade 9 – Module ___ You should notice that: 3. The Learning Competencies (LCs) are distributed within a nine-week period. The 10th week of the quarter is reserved for the periodical tests and for some interruptions in the school days (e.g. typhoon, regular holidays, etc.). (Refer to your copy of the Curriculum Guide) DEPARTMENT OF EDUCATION

The Grade 9 Learner’s Material (LM) & Teacher’s Guide (TG)
(Module 1) Instruct the participants to answer the LM and TG Identification Worksheet before going to the next slide.

Parts of the Learner’s Material (LM) and Teacher’s Guide (TG)
English Grade 9 – Module 1 Answer the LM and TG Identification Worksheet. Instruct the participants to answer the CS/PS Analysis Worksheet before proceeding to the next slide. DEPARTMENT OF EDUCATION

Parts of the Learner’s Material (LM)
My Treasure will enable learners to express their insights, learnings, and realizations on the lesson. This part contains prompts and other graphic organizers that will help learners to synthesize what they have learned Your Journey gives a bird’s eye view of what learners should discover, learn, and develop in the lesson LEARNER’S MATERIAL Your Objectives states the concepts and skills learners need to develop as well as the contents of the lesson they will encounter Your Final Task/s has the culminating task/s for the week and could serve as enabling task for the main product/performance at the end of each module. The tasks included in this part are essential for learners’ development and are based on real life situations Your Initial Tasks introduces tasks that will hook learners’ interest in the lesson and prepare them for higher level tasks Your Discovery Tasks includes tasks that will prompt learners to have discussions beyond the context of the main reading material. It also includes other activities for expansion of understanding, and enabling activities for the final task Your Text contains the main reading material learners will read and analyze; this also contains vocabulary development tasks necessary for text understanding and grammar integration DEPARTMENT OF EDUCATION has the culminating task/s for the lesson and could serve as enabling task for the main product/performance at the end of each module. The tasks included in this part are essential for learners’ development and are based on real life situations

Overview of Content & Objectives
Parts of the Teacher’s Guide (TG) Assessment Plan states the types of assessment for the lesson TEACHER’S GUIDE Overview of Content & Objectives contains the target concepts and the skills to be developed Resources contains the list of materials and equipment needed for the lesson Activities presents the description and ways to process the tasks DEPARTMENT OF EDUCATION

How LM is Crafted Theme is literature - based Sub – themes are broken down from main theme Learning competencies address the macro skills and multi - intelligences Progression of activities is from simple to complex Enabling activities are prerequisites to the Culminating Activity Culminating activity (product/performance) addresses the Performance Standard Development of skills progresses from the self and radiated to others and the community Grammar/language is functional DEPARTMENT OF EDUCATION

Learner’s Material Matrix
English Grade 9 LM – Module 1 Module 1 Theme Lesson & Sub Theme Grammar/Language Focus Enabling Activities Culminating Activity Enhancing the Self Lesson 1: Recognizing Roles in Life Lesson 1: Using Capitalization and Punctuation Marks Lesson 1: Community Services Brochure Perform in a Speech Choir Presentation Lesson 2: Maximizing my Strength Lesson 2: Using Colon and Semi Colon Lesson 2: Perform a Rap Lesson 3: Leaving a Legacy Lesson 3: Using Dashes Lesson 3: Perform a Choral Recital Lesson 4: Coping with Challenges Lesson 4: Using Contractions Lesson 4: Info-Ad Campaign on Positive ways to cope with challenges Lesson 5: Living with a Purpose Lesson 5: Using Quotation Marks Lesson 5: Poetry Reading Lesson 6: Celebrating Self-worth Lesson 6: Using Ellipses Instruct the groups to revisit their LM/TG Matrix in the Activity phase and let them compare their answers to this one. Discuss the content of this slide. Emphasize the connection among the enabling activities, and that these enabling activities lead to the completion of the culminating activity. DEPARTMENT OF EDUCATION

Introduction, statement about the sub-theme
The Learner’s Material (LM) Your Journey Module 1 Enhancing the Self Lesson 1 ____________________________________________________________________________________________________ RECOGNIZING ROLES IN LIFE YOUR JOURNEY You, like others, have important roles to play that make you interested in shaping yourself to become a healthy and developed young adult. Learning how to recognize and to perform your roles effectively is a good indicator that you’re a responsible individual using even your past experiences to make difference in your life. This can enhance your understanding of the world. Somehow you have to continue finding out what it is that fits you. So whatever it is that you do of significance, willingly and graciously, you have to prove to yourself and to others that you can excel. Try your best. Concentrate on ways to perform well. You’ll surely feel better if you do. In this lesson, you will find a poem, an informative article and tasks/activities that will build your understanding of the value of recognizing and performing roles in life, at the same time, develop your listening, speaking, reading, writing, viewing, grammar and literary skills. Hopefully, this can be demonstrated through a Community Services Brochure. Introduction, statement about the sub-theme Overview of the lesson DEPARTMENT OF EDUCATION

The Learner’s Material (LM)
Your Objectives are taken from the Curriculum Guide (CG) address the enabling knowledge and skills to develop/achieve the desired content and performance standard clarify expectations in terms of what students should know, understand YOUR OBJECTIVES Charting the courses of your journey in this lesson, you are expected to: share prior knowledge about the topic process information mentioned in the text you have heard perform tasks by following instructions infer thoughts, feelings and intentions in the material viewed provide words or expressions appropriate for a given situation analyze literature as a means of discovering the self point out the distinguishing features of a poem determine the features of informative writing use the appropriate stress in delivering lines of poetry and prose use capitalization and punctuations correctly present a well-prepared Community Services Brochure Be reminded that your expected output is a well-prepared Community Services Brochure and the criteria for assessment will be: Focus, Content, Organization, Visuals, Clarity and Language Mechanics. clarify expectations in terms of what students should be able to do, produce/perform as evidence of transfer of learning criteria for assessment DEPARTMENT OF EDUCATION

(Refer to your copy of the LM for full text of this part)
The Learner’s Material (LM) Your Initial Tasks diagnose and activate prior knowledge YOUR INITIAL TASKS Task 1 Three Minutes Letter Search Riddle Game (EN9RC-Ia-16) Task 2 All for the BEST (EN9LC-Ia-8) Task 3 INSPIRATIONS (EN9RC-Ia-16) Task 4 EFFECTIVE? PARTIALLY…INEFFECTIVE? (EN9LC-Ia-3.6) Task 5 LOOKING BACK (EN9RC-Ia-16) Task 6 FOCUS QUESTIONS (EN9RC-Ia-16) Task 7 What do I expect/need/hope to learn? (EN9RC-Ia-16) hook and engage learner’s interest ask questions; encourage student questions; welcome tentative responses as guide to further exploration clarify expectations and how learning shall be assessed (Refer to your copy of the LM for full text of this part) DEPARTMENT OF EDUCATION

The Learner’s Material (LM) Your Text YOUR TEXT Task 8 Ten Minutes IMAGE Talk (EN9VC-Ia-3.8) Task 9 For SIGNIFICANT HUMAN EXPERIENCES (EN9OL-Ia-1.15) Task 10 SGDW (EN9LT-Ia-14.1) Looking for Rhymes (EN9LT-Ia-14.1) The Best CLUE (EN9LT-Ia-14.1) A2 & C (EN9LT-Ia-14.1) IMAGERY (EN9LT-Ia-14.1) WORD Bank (EN9V-Ia-1) Meaningful Encounter (EN9LT-Ia-14) Connect to Life (EN9LT-Ia-14) Task 11 On Using Expressions Appropriate to Situations (EN9V-Ia-1) Task 12 On Using Capitalization and Punctuation Marks (EN9G & EN9WC) Connect (EN9G-Ia-1.6/1.7) Sensible Role Plan (EN9WC-Ia-8) Make sense of information, develop, reflect, rethink, validate ,and revise understandings of the lesson Check for understanding; provide feedback; check against content standard (content to content) Assess student’s skills (checking learner’s learning progress and interest) Tell the participants that the texts are aligned to the themes, Ask questions that will enable the students to construct their own meanings/understandings Provide a variety of learning resources (Refer to your copy of the LM for full text of this part) DEPARTMENT OF EDUCATION

The Learner’s Material (LM) Your Discovery Tasks enrich understanding ask provocative questions YOUR DISCOVERY TASKS Task 12 INVOLVEMENT Task 13 Give me Eight Yes, it’s Simple, but it’s Too Good To Miss Fan Letter to a Role Model PERSONAL HEROES Leading Light Poetic Music Video Dance Duo Roles and Concerns High/Low Points provide a variety of learning resources and differentiated activities/learning experiences in similar contexts to further validate student understanding express understanding provide feedback; check against content standard (content to context) check student readiness (ASSESSMENT AS – question, checklist, etc.) (Refer to your copy of the LM for full text of this part) DEPARTMENT OF EDUCATION

The Learner’s Material (LM) Your Final Tasks presents the culminating task/s for the lesson YOUR FINAL TASKS As evidence of your understanding and learning the target concepts and enhancing the target skills, you have to try your hand on your major output for this lesson, and that is, Community Services Brochure and the criteria for assessment will be: Focus, Content, Organization, Supports, Visuals, Clarity and Language Mechanics. You will do this by groups. Form five big groups, and perform your assigned tasks. Here are some ideas for the preparation and presentation of a Community Services Brochure, Look them over before you plunge into it. Keep these points in mind as you go through the process. You probably know of clubs, organizations, centers or even key persons offering services in your barangay/community. Consider them as those who have performed extraordinary roles in life. Scout for and present sample brochures. Bear in mind that a brochure like a letter, report, speech, review, instruction pamphlet and any other form of informative writing presents factual information and details. serves as enabling task for the main product/ performance at the end of each module includes tasks that are essential for learners’ development is based on real life situations GRASPS-based assessment criteria (Refer to your copy of the LM for full text of this part) DEPARTMENT OF EDUCATION

The Learner’s Material (LM) My Treasure MY TREASURE Clearly, you’ve actively engaged in various tasks that helped you improve your understanding of the target concepts, at the same time, develop your language communication and literary skills. Your Community Services Brochure informing the public on the services available in your community serves as a major proof/evidence of your understanding of concepts and skills. To further prove your successful and exciting learning experiences that you obviously enjoyed learning, it is just but fitting that you think back and focus on the following essential points. Which task / activity have you enjoyed? ______________________________________________________ found helpful? __________________________________________________ would like to work on further? ______________________________________ ____________________________________________________________ provides opportunity for reflection of learning valuing (Refer to your copy of the LM for full text of this part) DEPARTMENT OF EDUCATION

The Teacher’s Guide (TG) English Grade 9 – Module ___ TGs are based on your LMs. They contain: pre and post tests resources/materials sets of instructions processing questions alternative activities alternative readings connection between one activity to the next purpose of the activity DEPARTMENT OF EDUCATION

Point of Clarifications
Instruct the participants to answer the LM and TG Identification Worksheet before going to the next slide.

On the Usage of the Learning Package On the Tasks / Activities
LM and TG On the Usage of the Learning Package the learning package is NON-CONSUMABLE existing materials developed by DepEd can still be used vis-à-vis the Learning Package for English Grade 9 On the Tasks / Activities highly modifiable, but no deviation from enabling activities and CA consider contextualization, localization, and differentiated instruction begin where students are, not where the content is DEPARTMENT OF EDUCATION

LM and TG On Assessment embedded in the tasks / activities to be recorded (if ASSESSMENT OF LEARNING – summative) not to be recorded (formative, diagnostic) varied (product / performance) CA = PS – non negotiable DEPARTMENT OF EDUCATION

LM and TG Teacher’s Guide contains directions for each activity reminders/tips about the topics alternative materials for listening and viewing key to corrections for summative assessment no key to corrections for varied answers DEPARTMENT OF EDUCATION

How to Use the Learning Package
Instruct the participants to answer the LM and TG Identification Worksheet before going to the next slide.

Leaner’s Material (LM)
How to Use the Learning Package Leaner’s Material (LM) ideally 1 lesson = 6 days; extend if necessary ideally Your Initial Tasks (KNOW) = Day 1, Your Text (PROCESS) = Day 2 & 3, Your Discovery Tasks (UNDERSTAND) = Day 4, Your Final Task ( TRANSFER) = Day 5&6 ideally Day 1 = Diagnostic test (assessment for learning, meaning recorded but not graded) DEPARTMENT OF EDUCATION

Leaner’s Material (LM)
How to Use the Learning Package Leaner’s Material (LM) Day 2,3,4 = Formative/developmental assessments (assessment for and assessment as learning) on the substantive content, big ideas, concepts and understanding, operations on facts and information to construct meaning the results are recorded and use for improving learning or changing, modifying strategies or learning activities that have not been effective Day 5 & 6 = evaluative/summative assessment (assessment of / as learning) real life application of understanding as evidenced by the learner’s (independent) performance of authentic tasks DEPARTMENT OF EDUCATION

Move on to the new lesson
How to Use the Learning Package Day 1 Pre-Assess Check for Learning Move on to the new lesson Move on Day 5-6 Day 2-3 Assess Learning Grade Teach Check for Learning Day 4 Move on Teach Check for Learning Enrich/ Move on DEPARTMENT OF EDUCATION

Reflection and Application
Questions to Ponder: As a trainer / teacher, how will you maximize the use of LMs and TGs? As a trainer how will you address the problem? With the same learning groups, answer the questions by preparing guidelines on optimizing the use of LMs and TGs. Post and present your group’s answer. DEPARTMENT OF EDUCATION

“The field is wide open to: provide objective feedback on instruction, diagnose and solve instructional problems, develop strategies to promote more effective instructions and develop a positive attitude toward continuous professional development - continuous search for better ways of teaching; thereby improve teachers and students performance where possibilities are endless.” Fredrick L. Stroller and Caroll Covell Newton DEPARTMENT OF EDUCATION

Let’s call it a day… Thank you! DEPARTMENT OF EDUCATION

Walking Through Grade 9 English

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