Curriculum Mapping (English 8)

First Quarter

Week Content Standards Performance Standards Student Assessment Activity / ies Teaching Activities
 Students will scan for logical
 EN8RC-Ia-7.2: Scan for logical  1.1.6.1: Present ideas using a connectors to determine the text type.
connectors to determine the text type variety of graphic organizers  Take note of important points from the
 Lecture by the teacher, afterwards, let
 EN8LC-Ia-5.1: Listen for important text listened to, signaled by volume, the students scan for logical connectors
points signaled by volume, projection,  EN8OL-Ia-3.11: Use the correct projection, pitch, stress, intonation, found in the text.
pitch, stress, intonation, juncture, and sounds of English juncture, and rate of speech.  Oral reading, audio presentation.
rate of speech  Identify the meaning of idiomatic  Workbooks, open textbooks test.
 EN8V-Ia-10.2: Determine the expressions by noting context clues.
meaning of idiomatic expressions by  EN8G-Ia-7: Use parallel structures  Describe the notable literary genres  Oral participation.
1 noting context clues and collocations contributed by African writers.  Think pair and share
 EN8LT-Ia-8: Describe the notable EN8G-Ia-8: Use appropriate  Students will identify the distinguishing
literary genres contributed by African cohesive devices in composing an features of notable African chants,
 Use of Venn diagram
writers informative speech poems, folktales, and short stories.  Use of diagrams and appropriate
 EN8LT-Ia-8.1: Identify the  Students will generate ideas and their graphic organizers.
distinguishing features of notable relationships based on the given topic.  Reading aloud.
African chants, poems, folktales, and  Present ideas using a variety of graphic
short stories organizers.  oral reports
 EN8WC-Ia-1.1: Generate ideas and  Produce English sound correctly.  Writing an informative speech.
their relationships  Explain the parallel structure used in
the sentences.
 Compose an informative speech using
appropriate cohesive devices.

 EN8RC-Ib-7.2: Scan for logical  EN8VC-Ib-8: Use context clues  Students will scan for logical  Lecture by the teacher, afterwards, let
connectors to determine the text type from the material viewed to connectors to determine the text type. the students scan for logical connectors
 EN8LC-Ib-5.1: Listen for important determine the meaning of  Take note of important points from the found in the text.
points signaled by volume, projection, unfamiliar words or expressions text listened to, signaled by volume,
pitch, stress, intonation, juncture, and projection, pitch, stress, intonation,  Oral reading, audio presentation.
rate of speech  EN8OL-Ib-3.11: Use the correct juncture, and rate of speech.  Workbooks, open textbooks test.
 EN8V-Ib-10.2: Determine the sounds of English  Identify the meaning of idiomatic  Oral participation.
2 meaning of idiomatic expressions by expressions by noting context clues.
noting context clues and collocations  Describe the notable literary genres  Think pair and share
 EN8LT-Ib-8: Describe the notable  EN8G-Ib-7: Use parallel contributed by African writers.  Use of Venn diagram
literary genres contributed by African structures.  Students will identify the distinguishing
writers features of notable African chants,
 Use of diagrams and appropriate
graphic organizers.
 EN8LT-Ib-8.1: Identify the  EN8G-Ib-8: Use appropriate poems, folktales, and short stories.
distinguishing features of cohesive devices in composing an  Students will generate ideas and their  Reading aloud.
notable African chants, poems, folktales, and informative speech relationships based on the given topic.  oral reports
short stories  Present ideas using a variety of graphic
 EN8WC-Ib-1.1: Generate ideas and organizers.  Writing an informative speech.
their relationships  Produce English sound correctly.
 EN8WC-Ib-1.1.6: Organize ideas in
 one-step word, phrase, and sentence  Explain the parallel structure used in
outline forms
the sentences.
 Compose an informative speech using
appropriate cohesive devices.

 EN8SS-Ic-1.5.1: Skim to determine  EN8OL-Ic-3.11: Use the correct  Students will skim the text provided by  Think – pair and share
key ideas sounds of English the teacher and determine the key  Reading aloud
 EN8LC-Ic-5.1: Listen for important ideas.
 Audio visual presentation
points signaled by volume, projection,  EN8G-Ic-7: Use parallel structures  Listen for important points signaled by
pitch, stress, intonation, juncture, and volume, projection, pitch, stress,  Lecture by the teacher, afterwards
rate of speech intonation, juncture, and rate of speech summative evaluation about
 EN8V-Ic-10.2: Determine the  EN8G-Ic-8: Use appropriate  Students will determine the meaning of idiomatic expression.
3 meaning of idiomatic expressions by cohesive devices in composing an idiomatic expression found in the  Oral participation
noting context clues and collocations informative speech paragraph by noting context clues and  Group activity ( Think – pair and
 EN8LT-Ic-8: c collocations. share)
 EN8LT-Ic-2.2: Explain how the  Explain how the elements specific to a  Oral participation
elements specific to a genre genre contribute to the theme of a
 Peer discussion and Brainstorming
contribute to the theme of a particular particular literary selection
literary selection  Express appreciation for sensory of ideas.
 EN8LT-Ic-2.2.1: Express images used  Individual output.
appreciation for sensory images used  Students will explain the literary  Reading aloud.
 EN8LT-Ic-2.2.2: Explain the literary devices used in the text.  Writing an informative speech using
devices used  Students will generate ideas and its appropriate cohesive devices.
 EN8WC-Ic-1.1: Generate ideas and relationship
their relationships  Students will organize ideas in one
 EN8WC-Ic-1.1.6: Organize ideas in sentence word, phrase, and sentence
one-step word, phrase, and sentence outline.
outline forms  Students will use the correct sounds of
English.
 Use parallel structures
 Students will use appropriate cohesive
devices in composing an informative
speech.
 Students will skim the text provided by  Think – pair and share
EN8SS-Id-1.5.1: Skim to determine key the teacher and determine the key  Reading aloud
EN8F-Id-3: Deliver a self-composed ideas.
ideas  Audio visual presentation
informative speech  Listen for important points signaled by
volume, projection, pitch, stress,  Lecture by the teacher, afterwards
EN8LC-Id-5.1: Listen for important points summative evaluation about
EN8G-Id-7: Use parallel structures. intonation, juncture, and rate of speech
signaled by volume, projection, pitch, stress, idiomatic expression.
 Students will determine the meaning of
4 intonation, juncture, and rate of speech
EN8G-Id-8: Use appropriate cohesive idiomatic expression found in the  Oral participation
EN8VC-Id-9: Organize information from a devices in composing an informative speech paragraph by noting context clues and  Group activity ( Think – pair and
collocations. share)
material viewed
EN8WC-Id-1.1.6: Organize ideas in one-  Explain how the elements specific to a  Oral participation
step word, phrase, and sentence outline genre contribute to the theme of a
EN8V-Id-10.2: Determine the meaning of  Peer discussion and Brainstorming
forms particular literary selection
idiomatic expressions by noting context clues of ideas.
 Express appreciation for sensory
and collocations  Individual output.
images used
 Students will explain the literary  Reading aloud.
EN8LT-Id-8: Describe the notable literary
 genres contributed by African writers devices used in the text.  Writing an informative speech using
EN8LT-Id-2.2: Explain how the elements  Students will generate ideas and its
appropriate cohesive devices
specific to a genre contribute to the theme of relationship
a particular literary selection  Students will organize ideas in one
sentence word, phrase, and sentence
EN8LT-Id- outline.
2.2.3: Determine tone, mood, technique, and  Students will use the correct sounds of
purpose of the author English.
 Use parallel structures
 Students will use appropriate cohesive
EN8WC-Id-1.1: Generate ideas and their devices in composing an informative
relationships speech

EN8RC-Ie-7: Use the appropriate reading  Students will determine the importance  Extemporaneous speaking.
EN8LC-Ie-9: Determine how volume, style (scanning, skimming, speed reading, of volume, projection, pitch, stress,  Lecture by the teacher afterwards
5 projection, pitch, stress, intonation, juncture, intensive reading etc.) for one’s purpose intonation, and speech rate as carriers summative assessment.
and speech rate serve as carriers of meaning of meaning.
 Oral examination by the teacher.
EN8V-Ie-4: Use appropriate strategies in  Students will organize information from
EN8VC-Ie-9: Organize information from a unlocking the meaning of unfamiliar words a material viewed.  Group discussion
material viewed and idiomatic expressions  Describe the notable literary genres  Listening to a speech through audio
contributed by African writers presentation.
EN8LT-Ie-8: Describe the notable literary EN8WC-Ie-6.1: Arrange notes using a  Explain how the elements specific to a  Compilation of notes taken from
genres contributed by African writers variety of graphic organizers genre contribute to the theme of a expository texts through scrapbook
particular literary selection making.
EN8LT-Ie-2.2: Explain how the elements EN8OL-Ie-5: Use appropriate prosodic  Students will determine the tone,  Moving quiz, and individual reporting
specific to a genre contribute to the theme of features of speech when delivering lines mood , technique, and purpose of about the different types of reading.
a particular literary selection author.
 Unlocking the meaning of difficult
EN8G-Ie-7: Use parallel structures.  Students will organize notes taken from
words
EN8LT-Ie-2.2.3: Determine tone, mood, an expository text.
technique, and purpose of the author EN8G-Ie-8: Use appropriate cohesive  Use the appropriate reading style  Recognizing idiomatic expression.
devices in composing an informative speech (scanning, skimming, speed reading,  Compilation of different types of
EN8WC-Ie-6: Organize notes taken from an intensive reading etc.) for one’s graphic organizers and its uses.
expository text purpose  Delivering a speech
 Using parallel structures.
 Use appropriate strategies in unlocking  Composing a speech using
the meaning of unfamiliar words and appropriate cohesive devices.
idiomatic expressions
 Arrange notes using a variety of
graphic organizers

 Use appropriate prosodic features of

speech when delivering lines

 Use parallel structures.

 Use appropriate cohesive devices in

 composing an informative speech
 Students will note the changes in  Declamation.
EN8LC-If-5.2: Note the changes in volume, EN8RC-If-7: Use the appropriate reading volume, projection, pitch, stress,
6 projection, pitch, stress, intonation, juncture, style (scanning, skimming, speed reading, intonation, juncture, and rate of speech  Organizing and summarizing information
and rate of speech that affect meaning intensive reading etc.) for one’s purpose that affect meaning. from the text.
 Organizing information from materials  Unlocking the meaning of words and
EN8VC-If-9: Organize information from a EN8LT-If-7: Appreciate literature as a viewed. expression by noting context clues.
material viewed means of understanding the human being  Students will determine the meaning of  Lecture by the teacher, summative
and the forces he/she needs to contend words and expression by noting
evaluation.
EN8V-If-6: Determine the meaning of words with context clues.
and expressions that reflect the local culture  Students will organize notes taken from  Individual performance about using the
by noting context clues expository texts. appropriate reading style in reading a
EN8WC-If-6.1: Arrange notes using a
 Use the appropriate reading style. text.
variety of graphic organizers
EN8WC-If-6: Organize notes taken from an  Students will appreciate literature as  Writing a reflection paper.
expository text means of understanding human being
EN8OL-If-5: Use appropriate prosodic
by relating it to their real life
 Arranging notes using appropriate
features of speech when delivering lines graphic organizer.
experiences.
EN8G-If-7: Use parallel structures  Arranging notes using appropriate  Delivering of speech applying
graphic organizers. appropriate prosodic features of speech.
EN8G-If-8: Use appropriate cohesive  Students will use appropriate prosodic  Writing an informative speech using
features of speech when delivering appropriate cohesive devices.
devices in composing an informative speech
lines.
 Using parallel structures.
 Students will use appropriate cohesive
devices in composing an informative
speech.

 Students will note the changes in  Audio presentation.

EN8LC-Ig-5.2: Note the changes in volume, EN8RC-Ig-7.1: Read intensively to
7 projection, pitch, stress, intonation, juncture, determine the author’s purpose
volume, projection, pitch, stress,  Using venn – diagram in comparing
intonation, juncture, and rate of speech ideas.
and rate of speech that affect meaning that affect meaning
EN8LT-Ig-2.3: Draw similarities  Compare and contrast the presentation  Unlocking the meaning of words and
EN8VC-Ig-15: Compare and contrast the and differences of the featured selections in of the same topic in different viewing expression by noting context clues.
presentation of the same topic in different relation to the theme genres  Recognizing the notable literary genres
viewing genres
EN8WC-Ig-6.2: Arrange notes in one-step
 Students will determine the meaning of of African writers through power point
words and expression by noting presentation.
word, phrase, and
EN8V-Ig-6: Determine the meaning of words sentence outline forms
context clues.  Reading different selection and
and expressions that reflect the local culture  Students will describe the notable determine the author’s purpose.
by noting context clues EN8F-Ig-3: Deliver a self-composed literary genres contributed by African  Drawing similarities and differences of
informative speech writers. the featured selection.
EN8LT-Ig-8: Describe the notable literary  Determining the author’s purpose.  Using sentence out line.
genres contributed by African writers EN8WC-Ig-6: Organize notes taken from  Draw similarities and differences of the
an expository text
 Delivering a speech.
featured selections in relation to the
theme  Organizing notes.
 Arrange notes in one-step word,  Using the correct stance and behavior.
EN8OL-Ig-3.8: Use the correct stance and phrase, and
behavior
 Using parallel structures in writing a
sentence outline forms
  Students will deliver a self-composed paragraph.
EN8G-Ig-7: Use parallel structures informative speech  Composing an informative speech using
 Organize notes taken from an appropriate cohesive devices.
EN8G-Ig-8: Use appropriate cohesive expository text
devices in composing an informative speech
 Use the correct stance and behavior

 Use parallel structures

 Students will use appropriate cohesive

devices in composing an informative
speech.
 Students will note the changes in  Audio presentation.
EN8LC-Ih-5.2: Note the changes in volume, EN8RC-Ih-7.1: Read intensively to
8 projection, pitch, stress, intonation, juncture, determine the author’s purpose
volume, projection, pitch, stress,  Using venn – diagram in comparing
intonation, juncture, and rate of speech ideas.
and rate of speech that affect meaning that affect meaning
EN8WC-Ih-6: Organize notes taken from  Compare and contrast the presentation  Unlocking the meaning of words and
EN8VC-Ih-15: Compare and contrast the an expository text of the same topic in different viewing expression by noting context clues.
presentation of the same topic in different genres  Recognizing the notable literary genres
viewing genres EN8WC-Ih-6.2: Arrange notes in one-step
word, phrase, and sentence outline forms
 Students will determine the meaning of of African writers through power point
words and expression by noting presentation.
EN8V-Ih-6: Determine the meaning of words
and expressions that reflect the local culture context clues.  Reading different selection and
EN8OL-Ih-3.12: Highlight important
by noting context clues  Students will describe the notable determine the author’s purpose.
points in an informative talk using
appropriate presentation aids
literary genres contributed by African  Drawing similarities and differences of
EN8LT-Ih-3: Explain how a selection may be writers. the featured selection.
influenced by culture, history, environment, or
EN8G-Ih-7: Use parallel structures  Determining the author’s purpose.  Using sentence out line.
other factors  Draw similarities and differences of the  Delivering a speech.
EN8G-Ih-8: Use appropriate cohesive featured selections in relation to the
devices in composing an informative speech theme  Organizing notes.
 Arrange notes in one-step word,  Using the correct stance and behavior.
phrase, and  Using parallel structures in writing a
sentence outline forms
paragraph.
 Students will deliver a self-composed
 Composing an informative speech using
informative speech
appropriate cohesive devices.
 Organize notes taken from an
expository text

 Use the correct stance and behavior

 Use parallel structures

 Students will use appropriate cohesive

devices in composing an informative
speech
  Students will note the changes in  Audio presentation.
EN8LC-Ii-5.2: Note the changes in volume, EN8RC-Ii-7: Use the appropriate reading
9 projection, pitch, stress, intonation, juncture, style (scanning, skimming, speed reading,
volume, projection, pitch, stress,  Using venn – diagram in comparing
intonation, juncture, and rate of speech ideas.
and rate of speech that affect meaning intensive reading etc.) for one’s purpose that affect meaning
 Compare and contrast the presentation  Unlocking the meaning of words and
EN8VC-Ii-15: Compare and contrast the EN8WC-Ii-6: Organize notes taken from of the same topic in different viewing expression by noting context clues.
presentation of the same topic in different an expository text genres  Recognizing the notable literary genres
viewing genres
EN8WC-Ii-6.2: Arrange notes in one-step
 Students will determine the meaning of of African writers through power point
words and expression by noting presentation.
EN8V-Ii-6: Determine the meaning of words word, phrase, and sentence outline forms
and expressions that reflect the local culture context clues.  Reading different selection and
by noting context clues EN8F-Ii-3: Deliver a self-composed  Students will describe the notable determine the author’s purpose.
informative speech literary genres contributed by African  Drawing similarities and differences of
EN8LT-Ii-3: Explain how a selection may be writers. the featured selection.
influenced by culture, history, environment, or EN8G-Ii-7: Use parallel structures  Determining the author’s purpose.  Using sentence out line.
other factors EN8G-Ii-8: Use appropriate cohesive  Draw similarities and differences of the
devices in composing an informative speech
 Delivering a speech.
featured selections in relation to the
theme  Organizing notes.
 Arrange notes in one-step word,  Using the correct stance and behavior.
phrase, and  Using parallel structures in writing a
sentence outline forms
paragraph.
 Students will deliver a self-composed
 Composing an informative speech using
informative speech
appropriate cohesive devices.
 Organize notes taken from an
expository text

 Use the correct stance and behavior

 Use parallel structures

 Students will use appropriate cohesive

devices in composing an informative
speech

SECOND QUARTER

Week Content Standards Performance Standards Student Assessment Activities Teaching Activities
 EN8RC-IIa-2.22: Evaluate the  EN8LC-IIa-7: Employ appropriate  Students will evaluate the significance  Evaluating significance of literary text by
personal significance of a literary listening skills and strategies suited to of a literary text. writing a reaction paper.
text long descriptive and narrative texts  Relate content or theme to previous
 Oral examination.
 EN8RC-IIa-2.18: Relate content or  EN8LC-IIa-7.2: experiences and background
theme to previous experiences and Employ projective listening strategies with longer knowledge.  Lecture by the teacher.
background knowledge stories  Students will predict the gist of the  Reporting.
 EN8VC-IIa-1.3: Predict the gist of  EN8WC-IIa-2.8: Compose effective material viewed based on the title,
1
the material viewed based on the paragraphs pictures, and excerpts.  Brainstorming.
title, pictures, and excerpts  EN8WC-IIa-2.8.7: Limit a topic  Discern positive and negative  Think pair and share.
  EN8VC-IIa-17: Discern positive and  EN8OL-IIa-5: Use the appropriate messages conveyed in a material  Peer discussion.
prosodic features of speech when viewed
negative messages conveyed in a
delivering an entertainment speech  Students will distinguish types of irony  Performance tasks.
material viewed
 EN8V-IIa-24.1: Distinguish between  EN8G-IIa-9: Use appropriate and give examples of each.  Audio presentations.
grammatical signals or expressions  Describe the notable literary genres
and among verbal, situational, and
suitable to each pattern of idea contributed by East Asian writers
 Composing a paragraph.
dramatic types of irony and give
examples of each development:  Employ appropriate listening skills and
 EN8LT-IIa-9.1: Describe the notable  general to particular strategies suited to long descriptive
literary genres contributed by East  claim and counterclaim and narrative texts.
Asian writers  problem-solution  Employ projective listening strategies
 cause-effect with longer stories.
 EN8LT-IIa-9.2: Identify the  and others  Compose effective paragraphs
distinguishing features of notable
East Asian poems, folktales, and
short stories
 EN8RC-IIb-2.22: Evaluate the  EN8LC-IIb-7: Employ appropriate  Students will evaluate the significance  Writing a reaction paper.
personal significance of a literary listening skills and strategies suited to of a literary text.
 Writing a reflection paper.
text long descriptive and narrative texts  Students will relate the content or
 EN8RC-IIb-2.18: Relate content or theme to previous experiences and  Audio presentation.
2 theme to previous experiences and  EN8WC-IIb-2.8: Compose effective background knowledge.  Power point presentation.
background knowledge paragraphs  Infer dominant thought and feelings  Lecture by the teacher.
 EN8LC-IIb-6.2: expressed in the text listened to.
Infer dominant thoughts and feelings  Students will predict the gist of the
 Recognizing African literary
expressed in the text listened to  EN8WC-IIb-2.8.8: Use a variety of material viewed based on the title, genres.
 EN8VC-IIb-1.3: Predict the gist of techniques to introduce a topic pictures, and excerpts.  Scrapbook making.
the material viewed based on the  Discern positive and negative  Individual reporting
title, pictures, and excerpts  EN8OL-IIb-5: Use the appropriate
 EN8VC-IIb-17: Discern positive and prosodic features of speech when
messages conveyed in a material  Delivering a speech.
viewed
negative messages conveyed in a delivering an entertainment speech
 Students will distinguish types of irony
material and give examples of each.
 Describe the notable literary genres
 EN8V-IIb-24.1: Distinguish between  EN8G-IIb-9: Use appropriate
contributed by East Asian writers
and among verbal, situational, and grammatical signals or expressions
 Employ appropriate listening skills and
dramatic types of irony and give suitable to each pattern of idea
strategies suited to long descriptive
examples of each development:
and narrative texts.
 general to particular claim
claim and counterclaim  Employ projective listening strategies
 EN8LT-IIb-9.1: Describe the notable  problem-solution with longer stories.
literary genres contributed by East  cause-effect  Compose effective paragraphs
Asian writers  and others  Use a variety of techniques to
 EN8LT-IIb-9.2: Identify the introduce a topic
distinguishing features of
 Use the appropriate prosodic features
of speech when delivering an
entertainment speech.
 Use appropriate grammatical signals
or expressions suitable to each pattern
of idea development:
 general to particular claim
claim and counterclaim
 problem-solution
  cause-effect
 and others

EN8LC-IIc-7: Employ appropriate listening skills  Students will evaluate the significance of a  Writing a reaction paper.
and strategies suited to long descriptive and literary text.
EN8RC-IIc-2.22: Evaluate the personal
narrative texts  Students will relate the content or theme to  Writing a reflection paper.
significance of a literary text previous experiences and background  Audio presentation.
knowledge.
EN8WC-IIc-2.8: Compose effective paragraphs  Infer dominant thought and feelings  Power point presentation.
EN8RC-IIc-2.1.7: React to assertions made
3 by the author in the text expressed in the text listened to.  Lecture by the teacher.
EN8WC-IIc-2.2.1: Develop related support  Students will predict the gist of the material
 Recognizing African literary
EN8LC-IIc-2.13: sentences viewed based on the title, pictures, and
excerpts. genres.
Determine the tone and mood of the speaker
or characters in the narrative listened to EN8OL-IIc-3.11: Produce the sounds of English  Discern positive and negative messages  Scrapbook making.
conveyed in a material viewed
EN8VC-IIc-1.3: Predict the gist of the material correctly and effectively when delivering an
 Students will distinguish types of irony and  Individual reporting
entertainment speech
viewed based on the title, pictures, and give examples of each.  Delivering a speech
excerpts  Describe the notable literary genres
EN8G-IIc-9: Use appropriate grammatical signals contributed by East Asian writers
or expressions suitable to each pattern of idea  Employ appropriate listening skills and
EN8VC-IIc-17: Discern positive and negative development: strategies suited to long descriptive and
messages conveyed in a material viewed  general to particular narrative texts.
 claim and counterclaim  Employ projective listening strategies with
EN7V-IIc-24.1: Distinguish between and  problem-solution longer stories.
among verbal, situational, and dramatic types  cause-effect  Compose effective paragraphs
of irony and give examples of each  and others  Use a variety of techniques to introduce a
topic
EN8LT-IIc-2.2: Explain how the elements
specific to a genre contribute to the theme of  Use the appropriate prosodic features of
speech when delivering an entertainment
a particular literary selection
speech.
 Use appropriate grammatical signals or
EN8LT-IIc-2.2.1: Express appreciation for expressions suitable to each pattern of idea
sensory images used development:
 general to particular claim
claim and counterclaim
 problem-solution
 cause-effect
 and others

 Students will evaluate the significance of a  Writing a reaction paper.

EN8RC-IId-2.22: Evaluate the personal EN8LC-IId-7: Employ appropriate listening skills literary text.
significance of a literary text and strategies suited to long descriptive and  Students will relate the content or theme to  Writing a reflection paper.
narrative texts previous experiences and background  Audio presentation.
knowledge.
4  Infer dominant thought and feelings  Power point presentation.
EN8LC-IId-2.13: expressed in the text listened to.  Lecture by the teacher.
Determine the tone and mood of the speaker EN8WC-IId-2.8: Compose effective paragraphs  Students will predict the gist of the material
or characters in the narrative listened to EN8WC-IId-2.8.9: Use a variety of techniques to viewed based on the title, pictures, and
 Recognizing African literary
formulate a conclusion excerpts. genres.
EN8VC-IId-1.3: Predict the gist of the  Discern positive and negative messages  Scrapbook making.
material viewed based on the title, pictures, EN8OL-IId-3.11: Produce the sounds of English conveyed in a material viewed
and excerpts correctly and effectively when delivering an  Students will distinguish types of irony and  Individual reporting
entertainment speech give examples of each.  Delivering a speech.
 EN8VC-IId-17: Discern positive and negative  Describe the notable literary genres
messages conveyed in a material viewed EN8G-IId-9: Use appropriate grammatical signals contributed by East Asian writers
or expressions suitable to each pattern of idea  Employ appropriate listening skills and
EN8V-IId-24.1: Distinguish between and development: strategies suited to long descriptive and
narrative texts.
among verbal, situational, and dramatic types  general to particular
 Employ projective listening strategies with
of irony and give examples of each  claim and counterclaim longer stories.
 problem-solution  Compose effective paragraphs
EN8LT-IId-2.2: Explain how the elements  cause-effect  Use a variety of techniques to introduce a
specific to a genre contribute to the theme of  and others topic
a particular literary selection
EN8LT-IId-2.2.2: Explain the literary devices  Use the appropriate prosodic features of
used speech when delivering an entertainment
speech.

 Use appropriate grammatical signals or  Delivering a speech

expressions suitable to each pattern of idea  Lecture by the teacher
EN8LC-IIe-7: Employ appropriate listening skills development:  Oral examination
EN8SS-IIe-1.2: Explain visual-verbal and strategies suited to  general to particular claim
relationships illustrated in tables, graphs, and  Think- pair and share
claim and counterclaim
5 information maps found in expository texts EN8RC-IIe-11: Transcode information from linear  problem-solution
 Reporting
to non-linear texts and vice-versa  cause-effect  Writing a reflection paper
 and others  Audio visual presentation
EN8LC-IIe-2.17.3:  Students will explain the visual – verbal  Board work
Infer the theme of the text listened to EN8WC-IIe-2.2: Develop paragraphs that illustrate relationships illustrated in tables, graphs,  Journal writing
EN8VC-IIe-1.3: Predict the gist of the material each text and information maps found in the text.
viewed based on the title,  Infer the theme of the text listened to
pictures, and excerpts EN8OL-IIe-2.6: Use appropriate non-verbal cues  Students will predict the gist of the material
when delivering viewed based on the title, pictures, and
EN8VC-IIe-17: Discern positive and negative lines in an entertainment speech excerpts.
messages conveyed in a material viewed  Discern positive and negative messages
Discriminate between literal EN8G-IIe-9: Use appropriate grammatical signals conveyed in a material viewed
and figurative language or expressions  Students will distinguish types of irony and
give examples of each.
suitable to each pattern of idea development:
 Appreciate literature as an art form inspired
EN8LT-IIe-0-9: Appreciate literature as an art  general to particular and influenced by nature.
form inspired  claim and counterclaim  Employ appropriate listening skills and
and influenced by nature  problem-solution strategies suited to
 cause-effect
 Transcode information from linear to
 and others
non-linear texts and vice-versa
 Use appropriate non-verbal cues when
delivering
lines in an entertainment speech
 Develop paragraphs that illustrate
each text
6
EN8RC-IIf-11: Transcode information from linear
to non-linear texts and vice-versa  Delivering a speech
 Students will explain the visual – verbal  Lecture by the teacher
relationships illustrated in tables, graphs,
EN8LC-IIf-7: Employ appropriate listening skills and information maps found in the text.
 Oral examination
and strategies suited to long descriptive and  Infer the theme of the text listened to  Think- pair and share
EN8SS-IIf-1.2: Explain visual-verbal
narrative texts  Students will predict the gist of the material  Reporting
relationships illustrated in tables, graphs, and
viewed based on the title, pictures, and  Writing a reflection paper
information maps found in expository excerpts.
EN8LC-IIf-2.5: Formulate predictions about the  Audio visual presentation
contents of the listening text  Discern positive and negative messages  Board work
EN8VC-IIf-1.3: Predict the gist of the material conveyed in a material viewed
 viewed based on the title, pictures, and  Students will distinguish types of irony and  Journal writing
excerpts EN8WC-IIf-2.2: Develop paragraphs that illustrate give examples of each.
each text type (narrative in literature, expository,  Appreciate literature as an art form inspired
EN8VC-IIf-17: Discern positive and negative explanatory, factual and personal recount, and influenced by nature.
messages conveyed in a material viewed persuasive)  Employ appropriate listening skills and
strategies suited to
EN8V-IIf-10.1.4: Identify figures of speech EN8OL-IIf-2.6: Use appropriate non-verbal cues
that show emphasis (hyperbole and litotes) when delivering lines in an entertainment speech  Transcode information from linear to
non-linear texts and vice-versa
EN8LT-IIf-2.2: Explain how the elements EN8G-IIf-9: Use appropriate grammatical signals
specific to a genre contribute to the theme of or expressions suitable to each pattern of idea  Use appropriate non-verbal cues when
a particular literary selection development: delivering
EN8LT-IIf-2.2.3: Determine tone, mood,  general to particular lines in an entertainment speech
technique, and purpose of the author  claim and counterclaim
 problem-solution
 cause-effect
 and others
 Students will explain the visual – verbal
 Lecture by the teacher, afterwards
relationships illustrated in tables, graphs,
and information maps found in expository summative assessment.
texts.  Audio presentation
EN8RC-IIg-11: Transcode information from linear  Listen to paraphrase information or ideas.  Power point presentation
EN8SS-IIg-1.2: Explain visual-verbal to non-linear texts and vice-versa  Predict the gist of the material viewed  Think pair and share
7 relationships illustrated in tables, graphs, and based on the title, pictures, and  Moving exam
information maps found in expository texts EN8LC-IIg-7: Employ appropriate listening skills excerpts.  Group activity
and strategies suited to long descriptive and  Discern positive and negative  Oral examination
EN8LC-IIg-3.12: narrative texts messages conveyed in a material
Listen to paraphrase information/ideas  Seatwork
viewed  Essay writing
EN8WC-IIg-2.2: Develop paragraphs that illustrate  Students will identify the figures of speech
EN8VC-IIg-1.3: Predict the gist of the each text type (narrative in literature, expository,  Delivering a speech
that show emphasis (hyperbole and litotes)
material viewed based on the title, pictures, explanatory, factual and personal recount,  Group presentations
 Explain how the elements specific to a
and excerpts persuasive) genre contribute to the theme of a  Performing a chants
particular literary selection
EN8VC-IIg-17: Discern positive and negative EN8OL-IIg-3: Deliver a self-composed  Determine tone, mood, technique, and
messages conveyed in a material viewed entertainment speech using all the needed speech purpose of the author
conventions  Transcode information from linear to
EN8V-IIg-10.1.4: Identify figures of speech non-linear texts and vice-versa
that show emphasis (hyperbole and litotes) EN8OL-IIh-3.13: Maintain the interest of the  Develop paragraphs that illustrate
audience by delivering punch lines effectively each text type (narrative in literature,
EN8LT-IIg-2.2: Explain how the elements
expository, explanatory, factual and
specific to a genre contribute to the theme of
EN8G-IIg-9: Use appropriate grammatical personal recount, persuasive)
a particular literary selection
signals or expressions suitable to each pattern of  Deliver a self-composed entertainment
EN8LT-IIg-2.2.3: Determine tone, mood,
idea development: speech using all the needed speech
technique, and purpose of the author
 general to particular conventions
 claim and counterclaim  Maintain the interest of the audience
 problem-solution by delivering punch lines effectively
 cause-effect
 and others  Use appropriate grammatical signals
or expressions suitable to each pattern
of idea development:
 general to particular
  claim and counterclaim
 problem-solution
 cause-effect
 and others

 Students will explain the visual – verbal  Lecture by the teacher, afterwards
EN8SS-IIh-1.2: Explain visual-verbal EN8RC-IIi-2.15: Organize information in tables, relationships illustrated in tables, graphs, summative assessment.
relationships illustrated in tables, graphs, and graphs, and maps and information maps found in expository  Audio presentation
texts.
information maps found in expository texts  Listen to paraphrase information or ideas.  Power point presentation
8 EN8LC-IIh-7: Employ appropriate listening skills  Predict the gist of the material viewed  Think pair and share
and strategies suited to long descriptive and based on the title, pictures, and  Moving exam
EN8VC-IIh-1.3: Predict the gist of the narrative texts excerpts.  Group activity
material viewed based on the title, pictures,  Discern positive and negative  Oral examination
and excerpts EN8LC-IIh-7.2: messages conveyed in a material  Seatwork
Employ projective listening strategies with longer viewed  Essay writing
stories  Students will identify the figures of speech  Delivering a speech
EN8VC-IIh-17: Discern positive and that show emphasis (hyperbole and litotes)  Group presentations
 Explain how the elements specific to a
negative messages conveyed in a material EN8LT-IIh-2.3: Draw similarities and differences
genre contribute to the theme of a  Performing a chants
viewed of the featured selections in relation to the theme
particular literary selection
EN8V-IIh-10.1.4: Identify figures of speech EN8WC-IIh-2.2: Develop paragraphs that  Determine tone, mood, technique, and
purpose of the author
that show emphasis (hyperbole and litotes) illustrate each text type (narrative in literature,
expository, explanatory, factual and personal  Transcode information from linear to
non-linear texts and vice-versa
recount, persuasive)
 Develop paragraphs that illustrate
each text type (narrative in literature,
EN8OL-IIh-3: Deliver a self-composed
expository, explanatory, factual and
entertainment speech using all the needed speech
personal recount, persuasive)
conventions
 Deliver a self-composed entertainment
speech using all the needed speech
conventions
 Maintain the interest of the audience
by delivering punch lines effectively
EN8G-IIh-9: Use appropriate grammatical
signals or expressions suitable to each pattern of  Use appropriate grammatical signals
idea development: or expressions suitable to each pattern
 general to particular of idea development:
 claim and counterclaim  general to particular
 problem-solution  claim and counterclaim
 cause-effect  problem-solution
 and others  cause-effect
 and others

 Students will explain the visual – verbal  Lecture by the teacher, afterwards
EN8SS-IIi-1.2: Explain visual-verbal EN8RC-IIi-2.15: Organize information in tables, relationships illustrated in tables, graphs, summative assessment.
9 relationships illustrated in tables, graphs, and graphs, and maps and information maps found in expository  Audio presentation
texts.
information maps found in expository texts  Listen to paraphrase information or ideas.  Power point presentation
EN8LC-IIi-7: Employ appropriate listening skills  Predict the gist of the material viewed  Think pair and share
EN8VC-IIi-1.3: Predict the gist of the and strategies suited to long descriptive and based on the title, pictures, and  Moving exam
material viewed based on the title, pictures, narrative texts
 and excerpts excerpts.  Group activity
 Discern positive and negative  Oral examination
EN8VC-IIi-17: Discern positive and EN8LC-IIi-7.2: messages conveyed in a material  Seatwork
negative messages conveyed in a material Employ projective listening strategies with longer viewed  Essay writing
viewed stories  Students will identify the figures of speech  Delivering a speech
that show emphasis (hyperbole and litotes)
 Group presentations
EN8V-IIi-24: Discriminate between literal EN8WC-IIi-2.2: Develop paragraphs that  Explain how the elements specific to a
genre contribute to the theme of a  Performing a chants
and figurative language illustrate each text type (narrative in literature,
particular literary selection
expository, explanatory, factual and personal
 Determine tone, mood, technique, and
EN8LT-IIi-3: Explain how a selection may recount, persuasive
purpose of the author
be influenced by culture, history,
 Transcode information from linear to
environment, or other factors EN8OL-IIi-3: Deliver a self-composed
non-linear texts and vice-versa
entertainment speech using all the needed speech
 Develop paragraphs that illustrate
conventions
each text type (narrative in literature,
expository, explanatory, factual and
EN8G-IIi-9: Use appropriate grammatical signals
personal recount, persuasive)
or expressions suitable to each pattern of idea
 Deliver a self-composed entertainment
development:
speech using all the needed speech
 general to particular conventions
 claim and counterclaim  Maintain the interest of the audience
 problem-solution by delivering punch lines effectively
 cause-effect
 and others  Use appropriate grammatical signals
or expressions suitable to each pattern
of idea development:
 general to particular
 claim and counterclaim
 problem-solution
 cause-effect
 and others

THIRD QUARTER

Week Content Standards Performance Standards Student Assessment Activities Teaching Activities
 Students will recognize propaganda
1 EN8RC-IIIa-12.1: Recognize propaganda EN8SS-IIIa-1.10: Organize information about
techniques used in a given text.  Lecture by the teacher, ( student and
techniques used in a given text a chosen subject using a graphic organizer teacher interaction)
 Students will determine the target
audience of a listening text and the  Speech Audio presentation
EN8LC-IIIa-7.3: Determine the target EN8OL-IIIa-3.11: Use the correct sounds of objectives of the speaker.
audience of a listening text and the English during speech delivery  Oral participation
 Explain the meaning of the word
 objective/s of the speaker through structural analysis.  Individual seatwork
EN8RC-IIIa-10: Share ideas using opinion-  Identify the notable literary genres
contributed by Southeast Asian writers  Brainstorming
EN8VC-IIIa-3.4/4.4/5.4: Determine the marking signals
target audience of a material viewed  Identify the distinguishing features of  Writing a reaction paper
EN8G-IIIa-3.6: Use modals appropriately notable poems, short stories, dramas, and  Portfolio making
novels contributed by Southeast Asian
EN8V-IIIa-15.3: Explain the meaning of
writers  Delivering a speech individually
a word through structural analysis
(prefixes, roots, suffixes)
 Organize information about a chosen  Think –pair and share
subject using a graphic organizer  Essay writing.
 Use the correct sounds of English
EN8LT-IIIa-11: Identify the notable during speech delivery
literary genres contributed by Southeast  Share ideas using opinion-marking
Asian writers signals
EN8LT-IIIa-11.1: Identify the distinguishing  Use modals appropriately
features of notable poems, short stories,
dramas, and novels contributed by Southeast
Asian writers

 Students will recognize propaganda

techniques used in a given text.
2 EN8RC-IIIb-12.1: Recognize propaganda EN8LC-IIIb-8.2: Judge the relevance and
 Students will determine the target
 Lecture by the teacher, ( student and
techniques used in a given text worth of ideas presented in the text listened to teacher interaction)
audience of a listening text and the
objectives of the speaker.  Speech Audio presentation
EN8VC-IIIb-3.4/4.4/5.4: Determine the EN8WC-IIIb-1.1.6: Transcode information 
target audience of a material viewed from a graphic organizer to a topic or sentence
Explain the meaning of the word  Oral participation
through structural analysis.
outline  Identify the notable literary genres  Individual seatwork
EN8V-IIIb-15.3: Explain the meaning of contributed by Southeast Asian writers  Brainstorming
a word through structural analysis EN8OL-IIIb-5: Observe the use of correct 
(prefixes, roots, stress, pitch, and juncture when delivering a
Identify the distinguishing features of  Writing a reaction paper
notable poems, short stories, dramas, and
persuasive speech novels contributed by Southeast Asian  Portfolio making
EN8LT-IIIb-11: Identify the notable writers  Delivering a speech individually
EN8RC-IIIb-10: Share ideas using opinion- 
literary genres contributed by Southeast
marking signals
Students will judge the relevance and  Think –pair and share
Asian writers worth of idea presented in the text listened
to.  Essay writing.
EN8G-IIIb-3.6: Use modals appropriately  Transcode information from a graphic
EN8LT-IIIb-11.1: Identify the
distinguishing features of notable poems, organizer to a topic or sentence outline
short stories, dramas, and novels  Observe the use of correct stress, pitch,
contributed by Southeast Asian writers and juncture when delivering a
persuasive speech
 Share ideas using opinion-marking
signals
 Use modals appropriately

 Students will differentiate facts from  Group activity

EN8RC-IIIc-2.13: Differentiate facts from EN8LC-IIIc-7: Employ different listening opinions  Debate
opinions strategies suited to the topic, purpose, and level  Determine the issue and stand  Seatwork
3 of difficulty of the listening text presented in the material viewed  Oral participation
EN8VC-IIIc-18: Determine the issue and  Recognizing root word, prefixes, and  Writing a reflection paper
stand presented in the material viewed EN8WC-IIIc-1.1.6: Expand the content of an suffixes  Audio presentation
outline using notes from primary and secondary  Explain how the elements specific to a  Writing a composition
sources genre contribute to the theme of a  Essay writing
EN8V-IIIc-15.3: Explain the meaning of a
particular literary selection.  Think pair and share
word through structural analysis (prefixes,
 Students will express appreciation for  Jigsaw reading
roots, suffixes) EN8OL-IIIc-5: Observe the use of correct
the sensory used.  Scrap book making
stress, pitch, and juncture when delivering a
 Employ different listening strategies
EN8LT-IIIc-2.2: Explain how the persuasive speech
suited to the topic, purpose, and level
elements specific to a genre contribute to of difficulty of the listening text
the theme of a particular literary selection EN8RC-IIIc-10: Share ideas using opinion-  Expand the content of an outline using
EN8LT-IIIc-2.2.1: Express appreciation for marking signals notes from primary and secondary
sensory images used sources
EN8G-IIIc-11: Use appropriate documentation  Observe the use of correct stress, pitch,
and juncture when delivering a
EN8G-IIIc-3.6: Use modals appropriately persuasive speech
 Share ideas using opinion-marking
signals

 Use appropriate documentation

 Use modals appropriately

4 EN8RC-IIId-12: Utilize coping reading EN8LC-IIId-8.2: Judge the relevance and  Utilize coping reading strategies to  Jigsaw reading
strategies to process information in a text worth of ideas presented in the text listened to process information in a text
 Determine the issue and stand  Debate
EN8VC-IIId-18: Determine the issue and EN8V-IIId-25: Use appropriate strategies for presented in the material viewed  Writing a reflection paper
stand presented in the material viewed unlocking unfamiliar words  Explain how the elements specific to a  Oral participation
genre contribute to the theme of a
EN8LT-IIId-2.2: Explain how the particular literary selection.  Writing a reflection paper.
EN8WC-IIId-2.2.16: Compose an informative
elements specific to a genre contribute to
essay
 Explain the figurative language used.  Think pair and share
the theme of a particular literary selection  Students will judge the relevance and  Unlocking difficult words
worth of ideas presented in the text
EN8LT-IIId-2.2.4: Explain figurative language EN8OL-IIId-5: Observe the use of correct listened to.  Essay writing
used stress, pitch, and juncture when delivering a  Use appropriate strategies for unlocking  Delivering a speech
persuasive speech unfamiliar words.  Making a collage
 Compose an informative essay
EN8G-IIId-11: Use appropriate documentation  Observe the use of correct stress, pitch,
 Writing a composition.
and juncture when delivering a
EN8G-IIId-3.6: Use modals appropriately persuasive speech
 Use appropriate documentation
 Use modals appropriately
  Students will determine the stand of the
5 EN8LC-IIIe-7.1: Determine the stand of EN8RC-IIIe-2.1.7: React to what is asserted speaker on a given issue presented in  Debate
the speaker on a given issue presented in or expressed in a text the text.
the text listened to  React to what is asserted or expressed  Writing a reaction paper
EN8LT-IIIe-10: Appreciate literature as a in a text
mirror to a shared heritage
EN8VC-IIIe-18: Determine the issue and of people with diverse backgrounds
stand presented in the material viewed  Determine the issue and stand  unlocking difficult words
EN8SS-IIIe-1.6: Show respect for intellectual presented in the material viewed  essay writing
property rights by acknowledging  Arrive at meanings through context  citation making
citations made in an informative essay clues  writing a composition
EN8V-IIIe-12.3: Arrive at meanings  Show respect for intellectual property  delivering a persuasive speech
through context clues EN8SS-IIIe-1.6.3: Acknowledge sources by rights by acknowledging
creating a bibliography citations made in an informative essay
 Acknowledge sources by creating a
bibliography
EN8OL-IIIe-1.14: Use appropriate persuasive  Use appropriate persuasive devices
devices
 Use modals appropriately
EN8G-IIIe-3.6: Use modals appropriately  Use emphasis markers for persuasive
purposes
EN8G-IIIe-12: Use emphasis markers for persuasive
purposes
 Determine the issue and stand  Debate
EN8RC-IIIf-2.1.7.1: Evaluate the details EN8VC-IIIf-19: Judge the relevance and worth presented in the material viewed
6  Arrive at meanings through context  Writing a reaction paper
that support assertions in a text of ideas presented in the material viewed
clues  unlocking difficult words
 Show respect for intellectual property  essay writing
EN8LC-IIIf-2.10: Distinguish facts from EN8SS-IIIf-1.6: Show respect for intellectual  citation making
rights by acknowledging
opinion cited in the text listened to property rights by acknowledging citations made  writing a composition
citations made in an informative essay
in an informative essay.  delivering a persuasive speech
 Acknowledge sources by creating a
EN8V-IIIf-12.3: Arrive at meanings bibliography
through context clues EN8SS-IIIf-1.6.3: Acknowledge sources by creating a  Use appropriate persuasive devices
bibliography
 Use modals appropriately
EN8LT-IIIf-2.2: Explain how the
elements specific to a genre contribute to EN8OL-IIIf-3: Deliver a self-composed  Use emphasis markers for persuasive
the theme of a particular literary selection persuasive speech purposes

EN8LT-IIIf-2.2.5: Determine key ideas, tone, EN8G-IIIf-3.6: Use modals appropriately

and purposes of the author EN8G-IIIf-12: Use emphasis markers for persuasive
purposes
 Students will examine biases made by
EN8RC-IIIg-3.1.12: Examine biases (for EN8LC-IIIg-7: Employ different listening the author.
7  Analyze intention of words or
 Evaluating a text to determine biases
or against) made by the author strategies suited to the topic, purpose, and level made by the author.
of difficulty of the listening text expressions used in propaganda
techniques  Lecture by the teacher about
EN8V-IIIg-26: Analyze intention of words propaganda technique
 Explain how the elements specific to a
or expressions used in propaganda EN8VC-IIIg-19: Judge the relevance and
techniques worth of ideas presented in the material viewed
genre contribute to the theme of a  oral participation
 particular literary selection.  Listening to audio presentation about
EN8LT-IIIg-2.2: Explain how the EN8SS-IIIg-1.6: Show respect for intellectual  Students will determine key ideas, tone, speeches.
elements specific to a genre contribute to property rights by acknowledging citations made and purposes of the author.  Making a citations
the theme of a particular literary selection in an informative essay  Employ different listening strategies  Writing an informative essay.
suited to the topic, purpose, and level  Making a bibliography
EN8LT-IIIg-2.2.5: Determine key ideas, tone, EN8SS-IIIg-1.6.4: Use conventions in citing sources of difficulty of the listening text  Using appropriate persuasive devices
and purposes of the author  Show respect for intellectual property  Using modals
EN8OL-IIIg-1.14: Use appropriate persuasive rights by acknowledging  Delivering a speech
devices citations made in an informative essay
 Acknowledge sources by creating a
bibliography
EN8RC-IIIg-10: Share ideas using opinion-
 Use appropriate persuasive devices
marking signals
 Use modals appropriately
EN8G-IIIg-3.6: Use modals appropriately.  Use emphasis markers for persuasive
purposes
EN8G-IIIg-12: Use emphasis markers for persuasive
purposes
 Students will examine biases made by
the author.
8 EN8RC-IIIh-3.1.12: Examine biases (for EN8VC-IIIh-19: Judge the relevance and
 Analyze intention of words or
 Evaluating a text to determine biases
or against) made by the author worth of ideas presented in the material viewed made by the author.
expressions used in propaganda
techniques  Lecture by the teacher about
EN8LC-IIIh-7.4: Determine various EN8SS-IIIh-1.6: Show respect for intellectual propaganda technique
 Explain how the elements specific to a
social, moral, and economic issues property rights by acknowledging citations made
discussed in the text listened to in an informative essay
genre contribute to the theme of a  oral participation
particular literary selection.
 Students will determine key ideas, tone,
 Listening to audio presentation about
speeches.
and purposes of the author.
EN8OL-IIIh-3: Deliver a self-composed  Making a citations
EN8V-IIIh-26: Analyze intention of words  Employ different listening strategies
persuasive speech  Writing an informative essay.
or expressions used in propaganda suited to the topic, purpose, and level
 Making a bibliography
techniques of difficulty of the listening text
EN8RC-IIIh-10: Share ideas using opinion-  Using appropriate persuasive devices
marking signals  Show respect for intellectual property
 Using modals
EN8LT-IIIh-2.3: Identify similarities and rights by acknowledging
differences of the featured selections citations made in an informative essay  Delivering a speech
EN8G-IIIh-3.6: Use modals appropriately
 Acknowledge sources by creating a
EN8G-IIIh-12: Use emphasis markers for bibliography
persuasive purposes  Use appropriate persuasive devices
 Use modals appropriately
 Use emphasis markers for persuasive
EN8SS-IIIh-1.6.5: Use in-text citation purposes

 Utilize coping reading strategies to

process information in a text
9 EN8RC-IIIi-12: Utilize coping reading EN8VC-IIIi-19: Judge the relevance and worth
 Determine the issue and stand
 Jigsaw reading
strategies to process information in a text of ideas presented in the material viewed
presented in the material viewed  Debate
 Explain how the elements specific to a
 EN8LC-IIIi-7.4: Determine various social, EN8V-IIIi-25: Use appropriate strategies for genre contribute to the theme of a  Writing a reflection paper
moral, and economic issues discussed in unlocking unfamiliar words particular literary selection.
the text listened to  Explain the figurative language used.  Oral participation
EN8WC-IIIi-2.2.16: Compose an informative  Students will judge the relevance and  Writing a reflection paper.
EN8LT-IIIi-3: Explain how a selection is essay worth of ideas presented in the text  Think pair and share
influenced by culture, history, environment listened to.
 Use appropriate strategies for unlocking
 Unlocking difficult words
EN8OL-IIIi-4.1: Use appropriate verbal and
non-verbal cues when delivering a persuasive unfamiliar words.  Essay writing
speech  Compose an informative essay  Delivering a speech
 Observe the use of correct stress, pitch,
and juncture when delivering a
 Making a collage
EN8RC-IIIi-10: Share ideas using opinion-  Writing a composition.
persuasive speech
marking signals
 Use appropriate documentation
 Use modals appropriately
EN8G-IIIi-11: Use appropriate documentation

EN8G-IIIi-3.6: Use modals appropriately

EN8G-IIIi-12: Use emphasis markers for persuasive

purposes

FOURTH QUARTER

Week Content Standards Performance Standards Student Assessment Activities Teaching Activities

1 EN8RC-IVa-2.21.1: Identify positions of EN8V-IVa-15: Use various strategies in  Students will identify positions of a topic  Lecture by the teacher
a topic sentence decoding the meaning of words sentence.  Audio presentation
 Predict what is to follow after a segment  Brainstorming of ideas
EN8LC-IVa-2.5: Predict what is to follow of a text listened to  Point of view strategy
after a segment of a text listened to EN8OL-IVa-3.11: Use the correct production of  Analyze the elements that make up  Organizing of ideas
the sounds of English reality and meaning of words  Journalistic writing
EN8VC-IVa-20: Analyze the elements that when delivering a manuscript or memorized  Identify notable literary genres  Reading aloud
make up reality and meaning of words speech in an oration, in a declamation or in a contributed by south and west Asian  Declamation
dramatic monologue writers.  Writing a one paragraph composition
EN8LT-IVa-13: Identify notable literary  Identify the distinguishing features found using appropriate modifiers.
genres contributed by in religious texts, epics, myths, drama,
South and West Asian writers EN8G-IVa-15: Use appropriate modifiers and short stories contributed by South
 and West Asian writers
EN8LT-IVa-13.1: Identify the EN8G-IVa-16: Use appropriate logical  Identify features of journalistic writing
distinguishing features found in religious connectors for emphasis  Use various strategies in decoding the
texts, epics, myths, drama, and short meaning of words
stories contributed by South and West  Use the correct production of the sounds
Asian writers of English
when delivering a manuscript or memorized
speech in an oration, in a declamation or in a
EN8WC-IVa-3.4.1: Identify features of dramatic monologue
journalistic writing  Use appropriate modifiers

 Use appropriate logical

connectors for emphasis

2 EN8RC-IVb-2.21.2: Identify details that EN8VC-IVb-12: Raise questions about a  Students will identify details that support  Lecture conducted by the teacher
support the topic sentence particular aspect of a material viewed the topic sentence.
 Infer thoughts and feelings expressed in  Student reports by individuals
EN8LC-IVb-6.2: Infer thoughts and EN8V-IVb-15: Use various strategies in the text listened to.  Use of audio presentations
feelings expressed in a text listened to decoding the meaning of words  Identify notable literary genres contributed  Forums
by South and West Asian writers
 Raise questions about a particular aspect of
EN8LT-IVb-13: Identify notable literary EN8OL-IVb-3.11: Use the correct production of
a material viewed
genres contributed by South and West the sounds of English when delivering a
Asian writers manuscript or memorized speech in an oration,
in a declamation or in a dramatic monologue
 Students will Identify the distinguishing
EN8LT-IVb-13.1: Identify the distinguishing
features found in religious texts, epics,  Analysis of students work
features found in religious texts, epics, myths, EN8G-IVb-13: Use active and passive
drama, and short stories contributed by South
myths, drama, and short stories  Declamation
constructions in journalistic contexts. contributed by South and West Asian
and West Asian writers writers
 Journalistic writing
EN8G-IVb-3: Use past and past perfect tenses in  Use the correct production of the sounds  Facilitate a whole group discussion.
EN8WC-IVb-3.4.2: Distinguish among journalistic writing of English when delivering a manuscript
types of journalistic writing (news report, or memorized speech in an oration, in a
opinion article, feature article, and sports declamation or in a dramatic monologue
news article)  Use active and passive constructions in
journalistic contexts
 Use past and past perfect tenses in
journalistic writing

EN8LC-IVc-3.2: Raise questions about the text  Note explicit and implicit signals (like
3
listened to cohesive devices) used by the writer  Oral reports
EN8RC-IVc-13.1: Note explicit and
 implicit signals (like cohesive devices) used  Compare and contrast one’s  Using Venn diagram
by the writer EN8V-IVc-15: Use various strategies in beliefs/convictions with those presented
in a material viewed  Group discussion
decoding the meaning of words
EN8VC-IVc-15: Compare and contrast  Identify notable literary genres  Brainstorming
one’s beliefs/convictions with those contributed by South and West Asian  Lecture conducted by the teacher
EN8OL-IVc-3.11: Use the correct production of
presented in a material viewed writers
the sounds of English when delivering a
 Students will identify the distinguishing  Forums
manuscript or memorized speech in an oration,
EN8LT-IVc-13: Identify notable literary in a declamation or in a dramatic monologue
features found in religious texts, epics,  Declamation
myths.
genres contributed by South and West  Oration
 Distinguish among types of journalistic
Asian writers EN8G-IVc-14: Use direct and reported speech writing (news report, opinion article,  Monologue
in journalistic writing feature article, and sports news article)  Journalistic writing
EN8LT-IVc-13.1: Identify the distinguishing
 Raise questions about the text listened
features found in religious texts, epics, myths EN8G-IVc-15: Use appropriate modifiers to
 Writing a one paragraph text using
appropriate modifiers.
 Use various strategies in decoding the
EN8WC-IVc-3.4.2: Distinguish among meaning of words
types of journalistic writing (news report,  Use the correct production of the sounds
opinion article, feature article, and sports of English when delivering a manuscript
news article) or memorized speech in an oration, in a
declamation or in a dramatic monologue
 Use direct and reported speech in
journalistic writing
 Use appropriate modifiers in writing a
paragraph.
 Oral reports
4 EN8RC-IVd-14.1: Interpret and follow EN8LC-IVd-8.2: Judge the relevance and worth  Interpret and follow instructions,  Using Venn diagram
instructions, directions, notices, rules and of ideas presented in the text listened to directions, notices, rules and regulations
regulations  Analyze the elements that make up  Group discussion
EN8V-IVd-15: Use various strategies in reality and fantasy based on a material  Brainstorming
EN8VC-IVd-20: Analyze the elements decoding the meaning of words viewed  Lecture conducted by the teacher
that make up reality and fantasy based on  Identify notable literary genres
a material viewed contributed by South and West Asian  Forums
EN8OL-IVd-3.11: Use the correct production of
the sounds of English when delivering a
writers  Declamation
 Students will identify the distinguishing
EN8LT-IVd-13: Identify notable literary manuscript or memorized speech in an oration,
features found in religious texts, epics,
 Oration
genres contributed by South and West in a declamation or in a dramatic monologue  Monologue
myths.
Asian writers
 Distinguish among types of journalistic  Journalistic writing
EN8G-IVd-14: Use direct and reported speech writing (news report, opinion article,
EN8LT-IVd-13.1: Identify the distinguishing in journalistic writing feature article, and sports news article)
 Writing a one paragraph text using
features found in religious texts, epics, myths, appropriate modifiers.
 Raise questions about the text listened
drama, and short stories contributed by South
to
and West Asian writers
 Use various strategies in decoding the
EN8G-IVd-3: Use past and past perfect tenses in meaning of words
journalistic writing  Use the correct production of the sounds
of English when delivering a manuscript
EN8WC-IVd-3.4.2: Distinguish among or memorized speech in an oration, in a
types of journalistic writing (news report, declamation or in a dramatic monologue
opinion article, feature article, and sports
 Use direct and reported speech in
news article)
journalistic writing
  Use appropriate modifiers in writing a
paragraph

5 EN8LC-IVe-3.14: Summarize information EN8RC-IVe-13: Use text type knowledge  Students will summarize information  Summarizing
from the text listened to. (narrative in literature, instructions, explanation, from the text listened to.  Oral reports
factual and personal recount, persuasive,  Use text type knowledge (narrative in  Cooperative learning
expository) to process information in a text literature, instructions, explanation,  Forums
factual and personal recount, persuasive,  Peer teaching
EN8VC-IVe-12: Raise questions about a expository) to process information in a  Lecture by the teacher
particular aspect of a material viewed text  Writing a reflection letter
 Raise questions about a particular aspect  Journalistic writing
EN8V-IVe-15: Use various strategies in of a material viewed  Oration
decoding the meaning of words  Use various strategies in decoding the  Speeches
meaning of words
 Appreciate literature as an expression of
EN8LT-IVe-12: Appreciate literature as an
philosophical and religious ideals
expression of philosophical and religious ideals
 Compose journalistic texts
 Use the appropriate prosodic features of
EN8WC-IVe-3.4: Compose journalistic texts speech like pitch, stress, juncture,
volume, and projection, intonation and
EN8OL-IVe-5: Use the appropriate prosodic speech rate
features of speech like pitch, stress, juncture,  Use direct and reported speech in
volume, and projection, intonation and speech journalistic writing
rate  Use past and past perfect tenses in
journalistic writing
EN8G-IVe-14: Use direct and reported speech  Use appropriate modifiers
in journalistic writing

EN8G-IVe-3: Use past and past perfect tenses

in journalistic writing

EN8G-IVe-15: Use appropriate modifiers

 Distinguish between general and specific
EN8RC-IVf-10.2: Distinguish between EN8V-IVf-15: Use various strategies in statements
6  Process speech delivered by making
 Lecture by the teacher
general and specific statements decoding the meaning of words  Oral reports
inferences from what has been listened
to  Cooperative learning
EN8LC-IVf-10: Process speech delivered EN8WC-IVf-7: Use primary and secondary  Forums
by making inferences from what has been sources to develop a topic for journalistic writing  Compare and contrast one’s
beliefs/convictions with those presented  Peer teaching
listened to
in a material viewed  Lecture by the teacher
EN8OL-IVf-5: Use the appropriate prosodic  Writing a reflection letter
 Explain how the elements specific to a
EN8VC-IVf-15: Compare and contrast features of speech like pitch, stress, juncture,  Journalistic writing
genre contribute to the theme of a
one’s beliefs/convictions with those volume, and projection, intonation and speech  Oration
particular literary selection
presented in a material viewed rate
 Use various strategies in decoding the  Speeches
meaning of words
EN8LT-IVf-2.2: Explain how the elements EN8G-IVf-13: Use active and passive  Use primary and secondary sources to
specific to a genre contribute to the theme constructions in journalistic contexts develop a topic for journalistic writing
 of a particular literary selection EN8G-IVf-16: Use appropriate logical connectors for
emphasis
 Use the appropriate prosodic features of
speech like pitch, stress, juncture,
EN8LT-IVf-2.2.1: Express
volume, and projection, intonation and
appreciation for sensory images used
speech rate
EN8LT-IVf-2.2.4: Explain figurative  Use active and passive constructions in
language used journalistic contexts
 Express
appreciation for sensory images used
 Explain figurative language used

7 EN8RC-IVg-15.1: Evaluate the accuracy EN8LC-IVg-8.2: Judge the relevance and worth  Students will evaluate the accuracy of  Peer learning
of a given information of ideas presented in the text listened to the given information
 Explain how the elements specific to a  Cooperative learning
EN8LT-IVg-2.2: EN8V-IVg-15: Use various strategies in genre contribute to the theme of a  Discussion with teacher and student
Explain how the elements specific to a decoding the meaning of words particular literary selection interaction.
genre contribute to the theme of a  Determine key ideas, tone, and purposes of  Close reading
particular literary selection the author
EN8WC-IVg-1.6: Show respect for intellectual
 Judge the relevance and worth of ideas  Forums
property rights by acknowledging sources of
EN8LT-IVg-2.2.5: information in journalistic writing
presented in the text listened to  Journalistic writing
Determine key ideas, tone, and purposes of the  Use various strategies in decoding the  Oral speech
meaning of words
author
EN8OL-IVg-1.5: Deliver a  Show respect for intellectual property  Using appropriate logical connectors.
manuscript/memorized oral speech with ease rights by acknowledging sources of
and fluency before an audience information in journalistic writing
 Deliver a manuscript/memorized oral
EN8G-IVg-14: Use direct and reported speech speech with ease and fluency before an
in journalistic writing audience
 Use direct and reported speech in
EN8G-IVg-15: Use appropriate modifiers journalistic writing
EN8G-IVg-16: Use appropriate logical connectors for  Use appropriate logical connectors for
emphasis emphasis

8 EN8LC-IVh-10: Process speech delivered EN8RC-IVh-2.12: Draw conclusions from a set  Process speech delivered by making  Oral speech
by making inferences from what has been of details inferences from what has been listened
listened to to  Using Venn diagram
EN8VC-IVh-12: Raise questions about a  Identify similarities and differences of  Writing a reflection paper
EN8LT-IVh-2.3: Identify similarities and particular aspect of a material viewed the featured selections  Drawing conclusions
differences of the featured selections  Explain how a selection is influenced by
culture, history, environment  Forums
EN8LT-IVh-3: Explain how a selection is EN8V-IVh-15: Use various strategies in
influenced by culture, history, environment decoding the meaning of words
 Draw conclusions from a set of details  Brainstorming
 Raise questions about a particular aspect  Unlocking meaning of difficult words
of a material viewed
 EN8SS-IVh-1.6.4: Use writing conventions to  Use various strategies in decoding the  Delivering a speech
indicate acknowledgement of sources meaning of words
 Use writing conventions to indicate
EN8OL-IVh-3.7: Use effective non-verbal acknowledgement of sources
communication strategies: gestures and body  Use effective non-verbal communication
movements and eye contact, etc. strategies: gestures and body
movements and eye contact, etc.
EN8G-IVh-13: Use active and passive
constructions in journalistic contexts  Use active and passive constructions in
journalistic contexts  Journalistic writing
EN8G-IVh-14: Use direct and reported speech
in journalistic writing  Use direct and reported speech in
journalistic writing

9 EN8RC-IVi-15: Synthesize essential EN8V-IVi-15: Use various strategies in  Synthesize essential information found in  Oral reports
information found in a given text decoding the meaning of words a given text  Summarizing
 Summarize information from the text  Compare and contrast
EN8LC-IVi-3.14: Summarize information EN8LT-IVi-12: Appreciate literature as an listened to  Forums
from the text listened to expression of philosophical and religious ideals  Compare and contrast one’s  Self-assessment
beliefs/convictions with those presented  Lecture by the teacher
EN8WC-IVi-3.4: Compose journalistic texts in a material viewed  Cooperative learning
 Discussion with teacher and student
 Judge the relevance and worth of ideas
EN8OL-IVi-1.5: Deliver a interaction.
EN8VC-IVi-15: Compare and contrast presented in the text listened to
one’s beliefs/convictions with those
manuscript/memorized oral speech with ease
 Use various strategies in decoding the  Close reading
and fluency before an audience
presented in a material viewed meaning of words  Forums
 Show respect for intellectual property  Journalistic writing
EN8G-IVi-13: Use active and passive rights by acknowledging sources of
constructions in journalistic contexts information in journalistic writing  Oral speech
 Deliver a manuscript/memorized oral  Using appropriate logical connectors
EN8G-IVi-14: Use direct and reported speech in speech with ease and fluency before an
journalistic writing audience
 Use direct and reported speech in
EN8G-IVi-3: Use past and past perfect tenses journalistic writing
in journalistic writing
 Use appropriate logical connectors for
EN8G-IVi-15: Use appropriate modifiers emphasis

EN8G-IVi-16: Use appropriate logical connectors for

emphasis