St.

Jude College
Basic Education Department
High School Division
SCHOOL YEAR 2013 2014

Course Syllabus in English 7

(Curriculum Map for K to 12)

Prepared by:
Ms. Joy Mariette B. Cristo
English Teacher

CURRICULUM MAP
Key Stage Standards:
At the end of Grade 8, the learner analyzes critically and purposively various texts; expresses ideas clearly in oral and written form;
uses language with confidence in different situations.

Grade Level Standards:

At the end of Grade 8, the learner demonstrates literary and communicative through his undertaking of the different genres of AfroAsian Literature and other text types for a deeper appreciation of Afro-Asian culture and those of other countries.

Content Standards
The learner understands that listening is the receptive skill in
the oral mode that allows one to comprehend what is heard using
ones skills and background knowledge (schema).

The learner understands the standards of English in order to

participate in various oral communication demands (situation,
purpose, and audience).
The learner understands that English language has a set of
structural rules that govern in the composition of clauses, phrases,
and words in oral and written communication.

The learners understands that

- reading is a psycholinguistic guessing game which utilizes
visual and non-visual information in order to confirm, modify,
and monitor ones comprehension.

Performance Standards
The learner
- activates prior knowledge conceptually related to the text and
establishes a purpose for listening/ reading.
- discusses and analyze text to create new meanings and modify
old knowledge.
- responds to literary texts through the appreciation of the
literary devices and an understanding of the story grammar.
- recall/locates information from expository texts and uses this
information for discussion and written production.
The learner talks and interacts with others about personal
experiences and text listened to or read.
The learner
- reads, speaks, and writes correctly to demonstrate
grammatical awareness.
- communicates effectively in oral and written forms using the
correct grammatical structures of English.
The learner
- activates prior knowledge conceptually related to text and
establishes a purpose for reading.
- discusses and analyses texts to create new meanings and

words have different parts and their meaning changes in

context.

The learner understands that

- print and non-print materials have various form and
conventions.
- writing uses grammar for the purposeful use of language.
- writing can come in different formats to suit the variety of
audience and purposes.
The learner understands that there are an array of study skills, which
may tackle the process of organizing and taking in new information
and retaining information.
The learner understands the significance of interpreting the social
meaning of the choice of linguistic varieties and using language with
appropriate social meaning for the communication situation.

modify old knowledge.

responds to literary texts through the appreciation of literary
devices and an understanding of story grammar.
- locates information from expository texts and uses this
information for discussion or written production.
- employs strategies to decode the meaning of words in isolation
and in context (word strategies)
The learner writes formal and informal compositions for a
particular purpose and audience.
-

The learner chooses and utilizes discrete techniques (general or

specific) and applies them to all or most fields or study.
The learner demonstrates a love for reading and writing various
texts and confidence in responding/participating in various
communicative activities/tsaks.

FIRST QUARTER THIS IS MY WORLD

Lesson 1: I Am a Learner
Lesson
Number/Title
Focus
1.1 Listening,
Speech

Improvement,
and Oral
Interaction

Focus:
elements of
pronunciation
and
communication
intonation,
stress, pausing,
and blending
communication
skills

1.2 Grammar
in Focus and
Reading

Key
Understandings/
s and Key
Question/s
KUs
proper and
effective
communication
builds people.
Using correct
sentence
patterns in
writing our
thoughts and
feelings clarifies
specific thoughts
and actions.
KQs
How important is
proper and
effective
communication?
What is the
importance of
being proficient
in English in
terms of written
and oral
communication?
KUs
We can make
statements and

Knowledge

Active listening
strategies
Elements of
pronunciation
and
communication
Intonation
Stress
Pausing
Blending
Interview

Skill/21st Century
Skill

Points of
Integration

Observe correct

element of
pronunciation such
as intonation,
stress, pausing,
and blending in

oral reading and

speaking.
Apply
communication
strategies in an
interview

SVC sentence
pattern
How to use the

Teaching
Strategies/
Differentiated
Instruction
Culture and
Think-Pair-Share
Fish bowl strategy
Personality
Sharing
Practicing
Paired talk
courtesy in
communicati Work grid
Walk about words
on
Writing a diary
Express
Sentence analysis
emotions
productively Gallery walk
through
diary or
journal
writing
Spontaneity in
responding
to questions
and
instructions

Make statements
Political
and ask questions
education

Practicing
using the SVC

Think-Pair-Share
Fish bowl strategy
Sharing
Paired talk

Assessment
Strategies

Formative
Quizzes
Facts/Questions
/Responses
Oral
questioning
Concept map
Summative
Oral and
Written tests
Individual task
Group activity

Formative
tests
Think-Pair-

Resources

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Focus:
ask questions
dictionary as
sentence pattern

Locate
relevant
using
the
SVC
reference
SVC sentence

How
to
get
information about
sentence
Pattern
The dictionary is
information from
words using the
Making
very
useful
in
general
dictionary
statement
locating relevant
references
Asking questions
information
and negating
about words.
General
reference in the KQs
library
How can I use the
SVC pattern in
expressing
ideas?
Why is the
dictionary
important?
1.3 Writing and KUs
Literature
We read texts
closely to
Focus:
monitor
Recounting of an
understanding

Use
appropriate
experience
Building blocks of
language when
writing
writing and
Transition
recounting an
devices
experience
Literary text:
We get the
The Diary of a
meanings of
Young Girl by
unfamiliar words
Anne Frank
through context
clues
KQs
How can I monitor

Narration of an
experience
Selection and use
of language for
effective
recounting/narra
ting an
experience
Context clues
Use of appropriate
reading
strategies
Tone and authors
purpose

courtesy in
Work grid
communicati Walk about words
on
Writing a diary
Express
Sentence analysis
Gallery walk
emotions
productively
through
diary or
journal
writing
Spontaneity in
responding
to questions
and
instructions

Read closely to
Sociology
Practicing
varied texts and
courtesy in
monitor
communicati
understanding of
on
the text
Write and recount an Express
emotions
experience through
productively
the use of
through
appropriate
diary or
language
Supply the key
journal
message with
writing
Spontaneity in
narrative details
Arrive at the
responding
meanings of
to questions
unfamiliar key
and
words through
instructions
context

Think-Pair-Share
Fish bowl strategy
Sharing
Paired talk
Work grid
Walk about words
Writing a diary
Sentence analysis
Gallery walk

Share
Journal entry
Oral
questioning
Summative
Oral and
written tests
Individual task
Group activity
Learning log

Organizers

Formative
Word drills
Individual task
Group activity
Paired talk
Summative
Oral and
written tests
Gallery walk

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 Infer meaning from

implied details

my
understanding
when reading a
text?

Lesson 2: I Grow and Discover the World

Lesson
Number/Title
Focus
2.1 Listening,
Speech
Improvement
and Oral
Interaction
Focus:
/i/ and /iy/
prosody
conversation

Key
Understandings/
s and Key
Question/s
KUs
the vowels /i/
and /iy/ are
pronounced
differently
pronunciation and
prosodic
elements such
as stress,
intonation, etc.
are carriers of
meaning
KQs
How are the
vowels /i/ and
/iy/ pronounced?
How do the
pronunciation
and prosodic
elements such as
stress, intonation
and function as
carriers of
meaning?

Knowledge

Skill/21st Century
Skill

Varied listening
Apply appropriate
strategies
listening strategy
Vowel sounds: /i/
to facilitate
and /iy/ prosody
listening
Stress, intonation,
comprehension
Listen attentively to
phrasing
Conversation and
the selection read
group discussion
and then note the
on ecological
significant details.
Derive information
disaster
that can be used
in everyday life
from informative
talks.
Recognize the
difference
between /i/ and
/iy/
Produce /i/ and /iy/
correctly in
stressed syllables
an din connected
speech.
Apply correct

Points of
Integration

Public
speaking
Listening
attentively
Civics
Self
confidence

Teaching
Strategies/
Differentiated
Instruction
Key questions
Direct instruction
Roundabout/Brainst
orming
Chain notes

Assessment
Strategies

Resources

Formative
Quizzes
Individual task
Read aloud
See-ThinkWonder

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Summative
Paragraph
review
Voice recording

 How can I develop

my interpersonal
skills?

pronunciation and
prosodic elements
such as stress,
intonation, etc. as
carriers of
meaning.

2.2 Grammar in KU
Focus and
A learner develops
Reading
critical and
analytical
Focus:
thinking through
Sentences
the use of varied
according to
reading
function/purpos
strategies
e
KQs
SV and SVO
How does a learner
patterns
develop critical
References in the
and analytical
library
thinking?
The Truth about
Plastic by
Ching M. Alano

Kinds sentence

according to
function and
purpose
SV and SVO
sentence pattern
References in the
library
Reading

strategies:
Predicting/Inferri
ng
How to activate
prior knowledge
and connect it
what is read
How to link ones
life with the text
Critical thinking:

Implied
meaning,
judgment, and
evaluation

Public
speaking
Environment
education
Listening
attentively
Civics
Selfconfidence

2.3 Writing and KUs

Literature
Good planning in
recounting and
Focus:
narrating

Outlining
Selective and
usage of
language for

Public
speaking
Listen
attentively

Use the kinds of

sentences
according to
function to state
facts and opinions
Use the SV and SVO
patterns to ask
quotations and
negate
Home locational
skills through data
gathering from
encyclopedia
Predict from the title
what the selection
tells.
Get the main idea
Note directly stated
ideas
Determine causeeffect relationships
Draw conclusions
from presented
facts/details
Organize thoughts
and ideas through
the use of an
outline

Content strategy
Summary chart
Journal
Learning by doing
Simulation
Dialogs
Buzz sessions

Contents strategy
Summary chart
Journal
Learning by doing

Formative
word drills
phrase and
sentence
drills
read aloud
Summative
product task

Formative
Quiz
Short test
Oral

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experiences is
effect to recount Write a narrative
Recounting an
Civics
done
through
an
experience
experience
account which has Self
Time
markers
such
outlining
Selecting/using
confidence
a good beginning,
Outline is an
as then, later,
language for
middle, and
effective device
etc. to signify
effect
ending.
to make your
sequence
Organizing ideas
Use transition
Unlocking
story telling in
Using time
signals to bring
strategies such
proper sequence
markers
about the smooth
as context cluing
The Green Hills
KQs
flow of sequenced
(antonym and
of Bantayan
How is good
ideas/events.
synonyms)
by Carlos F.

Identify
the literary
planning done?

Reading
strategies
Betran
How do you make
devices used by
such as retelling
and use an
the writer and
the
parts
of
text.
outline for a
point out the
story telling
relevance or
task?
opportunities of
their use in the
story.
Explain the elements
of a story.

Simulation dialogs
Buzz sessions

questioning
Choral
response
Summative
Role-play
Story mao

Organizers

Lesson 3: You Give Me Ideals and Responsibilities

Lesson
Number/Title
Focus
3.1 Listening,
Speech
Improvement
and Oral
Interaction
Focus:
The Role of
Youth in
Progress

Key
Knowledge
Understandings/
s and Key
Question/s
KUs
How to listen to a
To live means to
speech
How to summarize
be responsible
a text
about yourself

Correct
and others
We listen
pronunciation,
stress,
attentively in
intonation,
order to get key
blending, and
ideas and make a
juncture in
summary

Skill/21st Century
Skill

Listen attentively for

key ideas in a
speech
Know when the
listen and speak in
the right time.
Listen to summarize
a text.
Use correct
pronunciation,

Points of
Integration

Public
speaking
Listen
attentively
Civics
Selfconfidence

Teaching
Strategies/
Differentiated
Instruction
Contents strategy
Summary chart
Journal
Learning by doing
Simulation dialogs
Buzz sessions

Assessment
Strategies

Resources

Formative
Word, phrases,
drills
Sentence drills
Quiz
Oral
questioning
Summative
Role-playing
Paragraph

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communication
stress, intonation,
/s/ and /z/
Using the correct,

Coherence
and
blending, and
Group discussion
pronunciation,
clarity in
juncture in
stress,
expressing ideas
communication
intonation,

How
to
enhance

Enhance
selfblending, and
self-confidence,
confidence,
juncture is
interpersonal
interpersonal
important in
relationship,
and
relationship, and
communication
learners
learners autonomy
We must always
autonomy
through group
express views
through
group
discussion
and ideas with
discussion
coherence and
clarity
KQs
What does living in
this world
means?
How do we
summarize what
we heard?
How can I develop
my group
discussion skills?
3.2 Grammar in KUs

Focus
The use of correct
past form of verb
Focus:
and S-V-IO-O

Simple past
pattern makes
Asking questions
communication
and negating
meaningful.
S-V-IO-O Pattern Skimming and

scanning are
useful skills when
looking for

Using the past

Use simple past
tense of verbs
tense and the S-VS-V-IO-O sentence
IO-O pattern in
pattern
meaningful
Locational skills
communication.
Enhance locational
through data
gathering from
skills through data
reference books
gathering from
Skimming and
reference books
Skim for the main
scanning for
main ideas
ideas and scan for

review

Care for family Contents strategy

Firmness
Summary chart
Adhering to
Journal
Learning by doing
principles
Simulation dialogs
Civics
Social studies Buzz sessions
Political
education
Environment
education

Formative
Questions/Resp
onse
Oral tests
Quiz
Short test
Summative
Cloze reading
Long tests

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specific details in Distinguishing true

specific details in a
a selection
selection
from false

Distinguish
true from
KQs
statements, facts
false statements,
How can I use the
from opinions
facts from opinions

How
to
determine
past form of

Point
out the
writers purpose
verbs and the Santecedent of a
in a text and the
V-IO-O pattern to
pronoun
devices he/she
make
uses strengthen
communication
his/her
meaningful?
Why do I need to
convictions.
develop my
locational skills?
3.3 Writing and KUs
Literature
Writing a personal
narrative
Focus:
requires that one
Writing a
is familiar with
Personal
and he/she can
narrative
relay in an
The Little Hero
interesting and
of Mactan by
entertaining
Gemma
manner.
Guerrero-Cruz The most
memorable
simple things in
life happen in
everybodys
childhood.
Bravery can be
seen in many,
unexpected
childhood ways.
KQs

Personal narrative Unlock the meanings History

Appropriate modes
of unfamiliar words Bravery
Appreciation
of development
through context
of the past
in expressing
and association
ones ideas
with experience
The writing
Use appropriate
process
reading strategies
Role of literature in
to understand the
enabling one to
text such as asking
grow in selfhood
questions and
Elements of a
looking for the
story
answers
Writing a short
Read and critically to
story
infer tone and
purpose

3-2-1 Exit Card

Semantic Map
Brainstorming
Buzz Sessions

Formative
Test
Quiz
short tests
practice drills
Summative
Test
quarter test
performance
task

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 How do you
express your
personal
experiences
effectively in a
narrative?
How does
literature
emphasize the
most memorable
childhood
experiences of
discovery and
bravery?

SECOND QUARTER THE SIGNIFICANT OTHERS AND I

Lesson 1: I Consider You My Friend
Lesson
Number/Title
Focus
1.1 Listening,
Speech
Improvement
and Oral
Interaction

Key
Knowledge
Understandings/
s and Key
Question/s
KUs
Varied listening
Topical KU:
strategies
The // and /a/ are How to use
projective and
one of the critical
other listening
sounds that
strategies
cause

Skill/21st Century
Skill

Points of
Integration

Teaching
Strategies/
Differentiated
Instruction
Listen to identify the Sociology
Key questions
Frayer Model
true statements in Discipline

Respectfulnes
Brainstorming
the context of the
Journal log
s (being
text
Think-Write-Pair Listen to infer
sensitive
Share
and
meaning from the

Assessment
Strategies

Resources

Formative
Oral recitation
Journal log
Think-WritePair-Share
Individual task

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Focus:
// and /a/
Dialog

regionalism or Distinguish //
text

Produce
correctly
regional defect
and /a/
// and /a/ sounds
among Filipino
Delivering a
in words and in
learners.
reported speech
connected speech.
KQs
Asking and

Use
correct
How do we
answering
pronunciation,
questions
develop an
intonation, stress,
effective
blending, and
communication
juncture
through

Enhance
selflanguage?
confidence,
ability
Topical KQs:
to work well with
How can I use
others, and the
communication
learners autonomy
in discovering
through
and preserving
collaborative work
my social
relationship?
How can I produce
accurate //
and /a/ to get rid
of
regionalism/regio
nal defect?

1.2 Grammar in KUs

Make statements, Use the SVOC
Focus
The ability to make
ask questions,
pattern to make
statements, ask
and negate
statements and
Focus:
questions, and
determiners
ask questions
Making
negate
using the S-V-O-C Use the direct and
indirect discourses
Statements,
determiners
pattern correctly
to express and
Asking
using the S-V-O-C
can help a

attentive
Exit card
when
listening and
speaking)

Social ethics
Pre-assessment:
Culture
Mind Mapping
Honest and
Post-assessment:
fair
Mind Mapping1
evaluation of
self
Independence

Summative
Group activity
Exit card
Performance
task

Formative
Practice
exercises
Short tests
Quiz
Oral
questioning

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Questions, and
pattern correctly
speaker or writer
Negating
can help a
communicate
Determiners

speaker or writer
meaningfully
Using direct and
Using the SVOC
communicate
Pattern
indirect
meaningfully

Reading
strategies
Correctly
discourses to
Using direct and

such as
express ones

indirect
connecting what
thoughts and
Discourse to
is read to
ideas
express ones
experience bring Making graphs and
thoughts and
charts
the reader to a
ideas
higher thinking

Reading:
skill experience
Friends by
KQs
Bob Garon
How can I develop
the ability to
make
statements, ask
questions, and
negate
determiners
using SVOC
pattern
correctly?
How can the ability
help a speaker or
writer
communicate
meaningfully?

1.3 Writing and KUs

Literature
It is important to
apply some

highlight ones
thoughts and ideas
Apply reading
strategies such as
connecting what is
read to experience
Get the main idea
Note directly stated
details
Infer the connotative
meaning of a key
word/phrase
Discern the
paragraph
development of a
text

Paragraph
Write a paragraph of Culture
development
analysis showing Social ethics
Paragraph writing
how parts relate to Sacrifice

Summative
Reflection chart
Individual task

KWLS Chart
KWL Pattern
4-2-1: 4 frames, 2

Formative
Quiz
Short tests

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Focus:
paragraph
elements when
Writing a
writing a
paragraph
paragraph
Literary text:
We can arrive at
Secrets of
Friendship by
the meanings of
J. Donald
unfamiliar words
Walters
through context
Friend by
cluing and
Godofredo
structural
Rivera
analysis
Make a
generalization on
the dynamism
and uniqueness
of a language
Integrate the
message of the
selections with
the real world
KQs
How do I write a
process
paragraph?
How can I get the
meaning of
words in a text
that I am
reading?
What is the
languages
dynamism and
uniqueness?

Unfamiliar key
terms through
context cluing
and structural
analysis
Homonyms
Asking questions
and looking for
the answers
Literary texts

each other to
Concern and
come up with
sympathy
unified whole.
Use appropriate
transition signals
to effect smooth
flow of ideas
Arrive at the
meanings of key
words as used in
the context of the
text through close
study of the
homonyms.
Read critically to
analyze/evaluate
the key ideas
expounded in the
selections and the
literary devices
used by the writer
to relay his/her
message
effectively
Create new and
worthwhile ideas
Be responsive to
new and diverse
perspectives;
incorporate group
input and feedback
into the work.

words, 1 big idea Oral

questioning
Summative
Oral and
written tests
Individual task
Group activity

Organizers

Lesson 2: Keeping Family Ties Strong

Lesson
Number/Title
Focus
2.1 Listening,
Speech
Improvement
and Oral
Interaction

Focus:
// and /ow/
Circles of
involvement

Key
Understandings/
s and Key
Question/s
KUs

We must listen
attentively to get

some specific
details
Pronouncing words
correctly/accurat
ely yields better
understanding.
Sharing ideas and
opinions, and
arriving at a
common decision
mark a
successful group
KQs
How can
communication
preserve family
values and
strengthen family
ties?
How can I
pronounce words
correctly?

2.2 Grammar in KUs

Focus and
the ability to use
Reading
direct and
indirect

Skill/21st Century
Skill

Knowledge

Analytical listening
// and /ow/
Empathic stress
Parable in pictures

using direct and

indirect
discourse and
the simple

Points of
Integration

Teaching
Strategies/
Differentiated
Instruction
Listen attentively for Culture
Grouping by
specific significant Respectfulnes
learning modality
Idea wheel

s
details
Minute paper

Listen analytically to Acceptance

draw and organize
information from
text

Discriminate // from
/ow/ and produce

each correctly in

words and in
connected speech
Apply the prosodic
features of
communication in
reading and in oral
interaction
Express orally and in
writing news and
ideas with
cohesion and
coherence.

use direct and

justice and
indirect discourse
peace
and the simple
education

responsibility
present tense can

skit presentation
brainstorming
cooperative
Quiz/two-

Assessment
Strategies

Resources

Formative
Quiz
Short tests
Oral
questioning
Summative
Oral and
written tests
Individual task
Group activity

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Organizers

Formative
Guided
exercises
Short tests

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Organizers

Focus:
discourse and
present tense
bring about
the
simple
can
bring
about
meaningful
Using direct and
present tense
meaningful
communication
indirect
can bring about
communication make the verb agree
discourses and
making the verb
with subject in
meaningful
the simple
agree with
meaningful
communication
present tense
The subject-verb
subject in
discourse
in meaningful
agreement
meaningful
communication
remains to be
discourse
Subject-verb
one of the most
agreement
glaring
weaknesses of
young Filipino
learners.
KQs
How useful can my
ability to use
direct and
indirect
discourse and
the simple
present tense
can bring about
meaningful
communication?
why do Filipino
learners
experience
difficulty in
mastering the
subject-verb
agreement?
2.3 Writing and KUs
Preparing and
Literature
Familiarity with the
following a

Describe a process
revealing some

stage/pyramid
quiz

Justice and
peace

Role-playing
3-2-1 card

Oral
questioning
Quizzes
Summative
Graded dialog
Group
discussion
and
presentation

Formative
Quiz

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process can
sentence outline
aspects of ones
Writing a summary
Focus:
make essay
personality

Infer
character
or prcis of the
writing more
Writing a wellessay
traits/meaning
effective.
thought out
from implied
KQs
essay literature
details
Literary text:
How can my
Dont wait to
familiarity with
Give Daddy a
the process make
Hug by
my essay writing
Frances
effective?
Fleckner
How can I write an
Schletty
impressive
essay?

Culture
Respect for
elders
Love for life
Appreciation
and debt of
gratitude

GRASPS

Oral
Graphic
questioning
Organizers
Summative
Written test
Individual tasks

Lesson 3: Living Together in the Global Village

Lesson
Number/Title
Focus
3.1 Listening,
Speech
Improvement
and Oral
Interaction
Focus:
// and /uw/

Key
Knowledge
Understandings/
s and Key
Question/s
KUs
Producing //
Your speech is
and /uw/
clear and
understandable if
you apply
correctly the
intonation,
stress, blending,
and juncture in
your words or
sentences.
KQs
How can I master
the language in
order to
communicate

Skill/21st Century
Skill

Points of
Integration

Discriminate //
Culture
Leadership
from/uw/ and
pronounce each
correctly in words
and in connected
speech.
Apply the prosodic
features in
communication in
meaningful
speech.

Teaching
Assessment
Resources
Strategies/
Strategies
Differentiated
Instruction
Formative
Group discussion
Worktext
Maxim
Print ads
Practice oral
Graphic
Interpretation
skills
Short tests
Organizers
Task
Essential Questions Oral
Line dialogs
questioning
Summative
oral product
(real aloud)
Maxim
interpretation

3.2 Grammar in
Focus and

Reading
Focus:
Using direct and
indirect
discourses and
the simple
present tense
in meaningful
communication
Talking about
past actions
and events
with the use of
past tense
Subject-verb

agreement
Reading:
Drama and Its
Various Kinds

better with the

world?
KUs

The ability to
transform direct
to indirect
discourse vice
versa is reflective
of a good
background on
the use of verbs
The ability to
observe subject-
verb agreement

orally or in
writing reflects

an effective
English learner in

any one.
Learning drama
and its various
kinds allow
appreciation of
the creativity and
intricacy of this
form of art.
KQs
Why do Filipino
learners find
difficulty
mastering the
use and forms of
verbs?
Are there any rules
for summarizing

Using direct and

indirect
discourses in
meaningful
communication
Talking about past
actions and
events with the
use of the past
tense
Regular and
irregular verbs
Verb form and
function
Subject-Verb
agreement
Drama and its
various kinds

Talk about past

Science
events/actions with Openness
(Theres
the use of the
always
simple past tense
Observe subjectsomething
verb agreement in
new to
meaningful
discover)
Being
communication
Apply reading
adaptable to
strategies such as
change and
summarizing to
ready to
monitor
accept new
comprehension
ideas
Arrive at the
meanings of
unfamiliar
keywords through
context
Evaluate the
elements of social
drama in a play

Key questions
Brainstorming
Student generated
Quiz Questions
Student facilitated
Discussion
Fist of Five

Formative
Practice
exercises
Short tests
Quizzes
Journal log
Summative
Oral and
written tests
Individual tasks
Group activity
Exit card

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details?
3.3 Writing and KUs

Literature
The capacity to

separate
Focus:

statement of
opinion from
Identifying
facts in writing is
Argument or
reflective of deep
statement of
immersion in
opinion
reading, and
listening
Literature:
KQ:
How can I
The Little Girl
integrate
of Hiroshima
selection/story
by Nazim
with what is
Hikmet
happening in the
The War in
world outside?
Bataan A War
That Civilians
Fought by
Tomas C.
Ongoco
The Divine Art
of Brotherhood
by Andan T.
Misah
Number of
days:3

Writing and
Apply the elements Science
revising a fable
of a fable and the Love and
Proofreading
selflessness
writing process in
Visualizing
Responsible
writing a fable
Visualize powerfully
powerfully
citizen for a
depicted scenes
better and
depicted scenes in
Critical viewing
peaceful
a poem
Note directly stated
world
details
Draw conclusion/s
from presented
details/facts
Integrate selection
/story with what is
happening in the
world outside
Integrate the war
movie with current
situations/
happenings in the
world

Key Questions
See-Think-Wonder
GRASPS

Formative
See-ThinkWonder
Oral
questioning
Quiz
Summative
Oral and
written tests
Individual task
Group activity
Quarter
assessment

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THIRD QUARTER SCIENCE, TECHNOLOGY, AND SOCIETY: THEIR BEGINNINGS

Lesson 1: Glimpses into the Past
Lesson
Number/Title
Focus

Key
Knowledge
Understandings/
s and Key
Question/s
1.1 Listening,
KUs
Distinction
Speech
The production
between /p/
Improvement
of /p/ and /f/
and /f/ sounds
and Oral
sounds remains Stress and
Interaction
intonation
to be one of the
Pausing and
known
Focus:
blending
weaknesses of
/p/ and /f/
Filipino students
Intonation,
The native sound
stress, pausing,
of Filipino English
and blending
can be attributed
largely to lack of
familiarity or
skills in the
proper
placement of

Skill/21st Century
Skill

Discriminate /p/
for/f/ and produce
each sound
correctly in words
and in connected
speech
Apply correct
intonation, stress,
blending, and
juncture in
communication
Assumed shared
responsibility for
collaborative work
and value the
individual

Points of
Integration

History
Appreciation
of the role of
Science in
the
transformati
on of the
community
Respect for
others ideas
Courtesy and
empathy in
listening

Teaching
Strategies/
Differentiated
Instruction
Key questions
GRASPS

Assessment
Strategies

Resources

FORMATIVE
Practice drills
Short quiz
Concept map
Summative
Oral and
written tests
Individual task
Group activity
Performance
task

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stress, intonation
pausing and
blending.
KQs
Why are the /p/
and /f/ one of the
known
weaknesses of
Filipino students?
How can I
differentiate
the /p/ and /f/
sounds?

1.2 Grammar in KUs

Focus and
The importance of
Reading
adjectives and
determiners in
Focus:
demonstrating
Adjectives
understanding of
Determiners
the rules of the
The Sumerians
English language
in both written
and spoken
formats.
Knowledge of the
geographic and
historical
references affect
ones
understanding of
the background
presented in a
reading material.

contributions made
by each team
member.
Evaluate information
critically and
competently

Position of
adjectives
Adjective suffixes
Description of
adjectives
How to use
determiners
Sequence of
determiners
Participles
Participial phrase
Word derivation

Form and use

adjectives in
writing
Express views and
ideas orally and in
writing with
coherence,
cohesion, and
clarity
Arrive at the
meaning of an
unfamiliar keyword
through a study of
its word derivation
and structural
analysis
Note directly stated
details
Draw conclusion
from

History
Key questions
Appreciation
3-2-1 activity
of the role of Double entry
Science in
the
transformati
on of the
community
Respect for
others ideas
Courtesy and
empathy in
listening

Formative
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Graphic
Double entry
Electronic peer
Organizers
review
Summative
Oral and
written tests
Individual task
Group activity

KQs
In what way can
adjectives be
used to make
meaning clearer?
How important is
the role of
determiners and
adjectives in
demonstrating
understanding of
the rules of the
English language
in both written
and spoken
formats?
How do you use
demonstrative
adjectives?

presented/details
Make use of
explanatory details
in writing a good
report
Integrate ideas in
the text with the
world outside
Evaluate information
critically and
competently

1.3 Writing and KUs

Standards for
Use technology as a Science
Literature
Ecology
The understanding
preparing a
tool to research,
and control of
report
organize, evaluate, Justice and
Focus:
peace
the rules of the Structural analysis
and communicate
Paragraph
education
English language Coordinating
information.
Journal entry

Utilize
multiple
devices
involves the
media and
appropriate
technologies and
application of
know how to judge
conventions and
their effectiveness
grammar in both
as well as assess
written and
their impact.
spoken formats.
Paragraph writing
and the use of
journal have

Key questions
Electronic peer
review
Sequence chart
Persuasion map

Formative
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Graphic
questioning
Quiz
Organizers
Sequence chart
Summative
Oral and
written tests
Individual task
Group activity

assumed great
significance in
the modern
education set up.
KQs
Why is paragraph
writing
considered to be
the foundation of
all essay writing?

Lesson 2: The Impact of Science and Technology on Civilization

Lesson
Number/Title
Focus
2.1 Listening,
Speech
Improvement
and Oral
Interaction
Focus:
/f/ and /v/
Answering
questions in a
discussion

Key
Knowledge
Understandings/
s and Key
Question/s
KUs
/f/ and /v/ prosody
Getting the main
Correct
idea
pronunciation of
Elements of a
words and
story
focused listening
give direction to
a group
discussion
KQs
Why do I need to
be careful with
my English
pronunciation?
What will I do to
remedy of my
mispronunciation
of the /v/ sound?

Skill/21st Century
Skill

Points of
Integration

Teaching
Strategies/
Differentiated
Instruction
Discriminate /f/ from Social studies Key questions
Self
Cubing
/v/ and produce
confidence, Self-evaluation
correctly each
sheet
ability to
sound in words and
Peer
coaching
work well
in connected
with others, Short skit
speech
Apply the prosodic
and students Puppet show
features of
autonomy
communication as
through
carriers of meaning
collaborative
Express views and
work.
ideas orally and in Appreciation
writing with
of the
coherence,
impact of
cohesion, and
science and
clarity
technology
Know when it is
on mans
appropriate to
effort to
listen and when to
make the

Assessment
Strategies

Resources

Formative
Peer coaching
selfevaluation
Summative
Oral and
written tests
Individual task
Group activity
Role playing

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speak
2.2 Grammar in KUs

Focus and

Adjectives are
Reading
words that do not
only describe but
Focus:
perform other
Comparing of
roles to make a
adjectives
more meaningful
Forming
sentence.
The Greeks honor
adjectives
through
and pride are as
suffixes
admirable as
Adjectival clause
those of the
Adjectival
Filipinos
modifiers
KQs
Reading text:
How can
The Greeks
adjectives make
a more
meaningful
sentence?
What
characteristics of
Filipinos are
evident among
the Greeks?
What are the traits
of the Filipinos
that set them
apart from the
Greeks?
2.3 Writing and KUs

Literature
Appropriate use of
connectors and
Focus:
familiarity with

Adjectives
Adjectival phrase
Adjectival clause
Adjectival
modifiers
Word derivation

Report writing
Story mapping
Lyric poetry

Use adjectives to

communicate

vividly and
effectively

Use the adjectival

modifiers to
describe people,
things, events, and
places
Arrive at the
meanings of

unfamiliar words
through exploring
word derivation
and context cluing
Note directly stated
details
Infer meaning from
implied details

world/life
better.
Science and
technology
Culture and
personality
Openness to
accept other
countrys
culture,
practice,
honor, and
pride
Chivalry
Conviction
and courage

Get the main idea

Science and
Show the significant
technology
elements of a story Culture and
through a story
personality

Key questions
Compare and
contrast chart
Mythology fashion
show
Peer evaluation

Key questions
Character map
The character and
me

Formative
Quiz
Short test
Oral
questioning
Summative
Oral and
written tests
Individual task
Group activity

Formative
Quiz
Oral
questioning

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 Short report
Antigone
The Captive
Gets a Wife

the elements of
report separate a
good from a
lousy one
Authors
characterized by
their styles in
holding their
readers
attention.

KQs
What are the
authors styles
that hook or hold
their readers
attention?

map
Openness to
Application article
Interpret
accept other
metaphorical
countrys
language to feel
culture,
with the poet and
practice,
appreciate its
honor, and
musicality
pride
Enhance self Chivalry
confidence, ability Conviction
to work well with
and courage
others, and
students
autonomy through
collaborative work.

Oral report
Peer evaluation
Summative
Oral and
written test
Individual task
Group activity
Mythology
fashion show
Application
article

Lesson 3: Science, Technology, and Mankind

Lesson
Number/Title
Focus
3.1 Listening,
Speech
Improvement
and Oral
Interaction
Focus:
/t/ and /th/
/d/ and /th/
(voiced th)

Key
Knowledge
Skill/21st Century
Understandings/
Skill
s and Key
Question/s
KUs
the sounds of /t/
master the
The perseverance
and /th/ and /d/
pronunciation of
of the past
and /dh/ in the
the sounds /t/
provides the
English language
and /th/ and /d/
harmony, unison,
landscape of
and /dh/ in the
and rhythm in
tomorrow
English language

apply
the prosodic
the oral reading
KQs
of paragraphs
features of
What evidence of
communication in
the past can
the reading of the
assure a more
poems
educated

Points of
Integration

science and
technology
justice and
peace
education
love for peace
history

Teaching
Strategies/
Differentiated
Instruction
key questions
direct instruction
brainstorming
chain notes

Assessment
Strategies

Resources

Formative
oral
questioning
quiz
Summative
oral and
written texts
individual task
chain notes

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 Discriminate /t/ from

/th/ and /d/ from
/th/ (voiced) and
produce each
sound correctly in
words and in
connected speech.

tomorrow?

3.2 Grammar in
Focus and

Reading

Focus:
Simple past
tense of verbs
Past perfect
tense
Present perfect
tense

Progressive
forms
Reading text:
The History of
English

KUs
Verbs change form
to tell time.
The history of a
language reflects

the important
events in the

lives of people
who speak it.

KQs
Why does verb,

among the parts

of speech,

continues to be
the identified
weaknesses of
the Filipino
students?
Why is American
English different
from that of the
Americans>
3.3 Writing and KUs
Literature
Accompanying
pictures and
Focus:
illustrations can
Paragraph
make the writing

Tense of the verbs Discriminate the

History
Key questions
Forms of the verbs
Civics
Focused listings
past tense from
Outlining
Suggestion box
the perfect tenses, Valuing the
work of the
on the basis of
past as basis
forms and
for a well
functions
Apply reading
lived present
and a
strategies such as
promising
rereading parts
future
that do not make
sense to monitor
comprehension
Apply directly stated
details
Get the main idea
Infer conclusion from
facts and details
presented

Summarizing
Writing a
paragraph of
information

Use an outline as
springboard for
summarization
Apply accepted
guidelines in

History
Debt of
gratitude
Pride

Formative
Quiz
Oral
questioning

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Summative
Oral and
written tests
Individual task
Group activity

Formative
Key questions
Misconception/prec Quiz
onception check Oral
Sandwich chart
questioning

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writing
Literature text:
Glimpses into
the Past

and reading of a
paragraph of
information
easier to read
and understand.
The historical
background of
education
reflects long,
tedious, and
challenging
journey/adventur
e.
KQs
What can make an
information
paragraph easier
to write
What are the
historical
processes that
shape the
educational
system in the
Philippines?

writing a summary.
Write a paragraph of
information using
visuals.
Develop writing
skills through
adherence to the
writing process
(drafting, editing,
etc.)
Arrive at the
meanings of
unfamiliar
keywords through
varied strategies
such as context
cluing.

Summative
Oral and
written tests
Individual task
Group activity

FOURTH QUARTER TOWARDS A BORDERLESS WORLD

Lesson 1: One Language for the Global Village
Lesson
Number/Title
Focus

Key
Understandings/
s and Key
Question/s

Knowledge

Skill/21st Century
Skill

Points of
Integration

Teaching
Strategies/
Differentiated
Instruction

Assessment
Strategies

Resources

1.1 Listening,
Speech
Improvement
and Oral
Interaction
Focus:
/s/ and /z/
Group
conversation

KUs
The sibilant
Discriminate /s/ from
Mastering
consonants /s/
/z/ and produce
language arts is
from /z/
each sound
Correct intonation,
necessary to
correctly in words
stress, blending,
better
and in connected

and juncture in
communicate
speech.

communication Apply correct

with the world.
Coherence,
Exploring your
intonation, stress,
cohesion, and
response to a
blending, and
clarity
text listened to is
juncture in
effective when
communication
Learning from and
you write it in a
working
response journal.
The /s/ and /z/
collaboratively
contrastive
with individuals
sibilant
representing
consonants can
diverse cultures,
be confusing for
including the use
people who are
of non-English
trying to improve
languages
their American
English
pronunciation.
KQs
Why is English the
main tool of
communication
in this shrinking
and optimistically
integrating
world?
How can I
pronounce the
sibilants

Justice and
peace
education
Love and care
in the family
Optimism
Sharing

Key questions
Direct instruction
Journal log
Squaring off

Formative
Quiz
Oral
questioning
Journal log

Summative
Oral and
written tests
Individual task
Group activity

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1.2 Grammar in
Focus and

Reading
Focus:
Modals
Determiners
Reading text:
Signals and
Cross-signals
by Rosalina A.
Morales

consonants /s/
and /z/ correctly
in words and in
connected
speech?
KUs
The use of modals
can help a
speaker or writer
communicate
meaningfully.
Retelling parts is
one way to keep
track of text
development to
monitor
comprehension
Close reading is
one way to
improve
locational skills.
KQs
How can I use
modals and
determiners
effectively in
speech and
writing?
How can I monitor
my
comprehension
to a text that I
am reading?
How can I express
my ideas in an

Modal auxiliaries
Reading strategy:
Retelling parts to
keep track of text
development to
monitor
comprehension.
Extended
discourse
True from false
statements
Pronoun

antecedent
Locational skills

Use modal

auxiliaries to

communicate

meaningfully

Apply reading
strategies such as
retelling parts to
keep track of text
development to
monitor

comprehension.
Note directly stated
details.
Express ideas in
extended
discourse.
Distinguish true from
false statements.
Point out the
antecedent of a
pronoun
Discriminate key
ideas from
supporting details
Hone locational skills
through close
reading
Learn and working
collaboratively
with individuals

Culture and
Key questions
Yes/No Card
personality
Concept Sketch
Civics
Sociology
Respect for
the culture
and
language of
other
countries
Appreciation
of the role of
English in
establishing
a borderless
world

Formative
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Practice
Graphic
exercises
Oral
Organizers
questioning
Self-evaluation
Quiz

Summative
Oral and
written tests
Individual task
Group activity

1.3 Writing and

Literature

Focus:
Writing coherent
paragraph
Literary text:
English

Belongs to
Everybody by
Robert MacNeil

extended
discourse?
How can I
distinguish true
from false
statements?
What will I do to
improve my
locational skills?
KUs
It is important to
apply some
paragraph
elements when
writing a process
paragraph.
We can arrive at
the meanings of
unfamiliar words
through context
cluing and
structural
analysis.
Make a
generalization on
the dynamism
and uniqueness
of a language.
Integrate the
message of the
selections with
the real world.
KQs
How do I write a
process

representing
diverse cultures,
including the use
of non-English
languages.

Paragraph
Apply correct

elements in
process paragraph
writing a process
elements in writing
paragraph
a process
Unfamiliar key
paragraph.

Arrive
at the
terms through
context cluing
meanings of
and structural
unfamiliar words
analysis.
through context
Features of a
cluing and
personal essay.
structural analysis
Literary text.
Identify and explain
the features of a
personal essay
Make a
generalization on
the dynamism and
uniqueness of a
language.
Integrate the
message of the
selections with the
real world.

Civics and
culture
Justice and
peace
education
Enhancing
selfconfidence
interpersona
l skills, and
students
autonomy
through
collaborative
work
Appreciating
the
uniqueness
of a
language

Key questions
Modified preknowledge
survey
Burger diagram
Modified postknowledge
survey

Formative
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Graphic
exercises
Oral
Organizers
questioning
Self-evaluation
Quiz
Summative
Oral and
written tests
Individual task
Group activity

paragraph?
How can I get the
meaning of
words on a text I
am reading?
What is languages
dynamism and
uniqueness?

Lesson 2: Crossing Boundaries in Sports

Lesson
Number/Title
Focus
2.1 Listening,
Speech
Improvement
and Oral
Interaction

Focus:
The Olympic
Games: An
Athletic
Competition
/s/ and /sh/
Interview

Key
Understandings/
s and Key
Question/s
KUs
We must listen
attentively to get
some specific
details.
Pronouncing words
correctly/accurat
ely yields better
understanding.
KQs
How can I listen
attentively in
order to get
specific details?
How can I
pronounce words
correctly
accurately?

Knowledge

Skill/21st Century
Skill

Points of
Integration

The Olympic
Listen attentively for Civics and
Games
specific details
culture
Consonants:/s/ and Distinguish /s/
Justice and
/sh/, /sh/ and /zh/
from /sh/ and
peace
words, phrases,
produce the
education

Enhancing
sentences, and
sounds correctly in
selfparagraphs
words and in
Coherence
confidence
connected speech
Cohesion
Express views and
interpersona
ideas orally and in
l skills, and
writing with
students
coherence and
autonomy
cohesion
through
Create new and
collaborative
worthwhile ideas
work
Appreciating
Use a wide range of
the
idea creation
uniqueness
techniques
of a
Develop implement,
language
and communicate
new ideas to
others effectively

Teaching
Strategies/
Differentiated
Instruction
Key questions
Gallery Walk
Idea Wheel
Timeline
Exit cards

Assessment
Strategies

Resources

Formative
Worktext
Print ads
Practice
Graphic
exercises
Oral
Organizers
questioning
Self-evaluation
Quiz
Summative
Oral and
written tests
Individual task
Group activity

2.2 Grammar in KUs

How to express

Focus and
The subjunctive
wishes,
Reading
mood is used to
commands, and
express wishes,
conditions that
Focus:
commands, and
are doubtful or
Subjunctive
conditions that
contrary to fact.
How to avoid
mood of verbs
are doubtful or
Expressing
double negatives
contrary to fact.
To communicate

wishes,
in meaningful
commands,
effectively, the
communication
Predicting from the
and conditions
use of double
title as a prethat are
negative must be
reading strategy
doubtful or
avoided.

The
use
of
contrary to fact
appropriate
reading
strategies, like
predicting the

title of what to
read next,
facilitates
comprehension.

KQS

How can I use the

subjunctive
mood to express
wishes,
commands, and
conditions that
are doubtful or
contrary to fact?
How can I avoid
the use of double
negative in

Express wishes,

commands, and
conditions that are

doubtful or
contrary to fact
through the use of

the subjunctive
mood.
Communicate
effectively by
avoiding the
double negative.
Use appropriate
reading strategies,
like predicting from
title what to read
next, to facilitate
comprehension
Arrive at the
meanings of
unfamiliar words
through context
Get the main idea
Note directly stated
details

Health
Sport and
culture
Healthy
competition
Perseverance
Pride

Key questions
Graffiti wall
Fist of five

Formative
Worktext
Print ads
Practice
Graphic
exercises
Oral
Organizers
questioning
Self-evaluation
Quiz

Summative
Oral and
written tests
Individual task
Group activity

speaking and
writing?
2.3 Writing and KUs
Process writing to Describe/Explain a
Literature
A beauty can
explain or
process revealing
launch warriors
describe a
some aspects of
Focus:
into a battle
childhood game.
ones personality
Infer character
Infer character
Literary text:
KQs
A Beauty
traits or meaning
traits/meaning
How do I infer
Contest by
from a text.
from implied
character traits
Homer
details
or meaning from

Demonstrate
ability
a text that I am
to work effectively
reading?
and respectfully
with diverse teams

Justice and
Peace
Education
Perseverance
and triumph
Faith and
courage
Hope
Chivalry
Optimism

Key questions
Quarter quiz
Game show:
Question and
Answer
3-2-1 Card

Formative
Worktext
Print ads
Practice
Graphic
exercises
Oral
Organizers
questioning
Self-evaluation
Quiz

Summative
Oral and
written tests
Individual task
Group activity

Lesson 3: Without Boundaries in Spiritual Flames

Lesson
Number/Title
Focus
3.1 Listening,
Speech
Improvement
and Oral
Interaction
Focus:
/sh/ and /zh/

Key
Knowledge
Skill/21st Century
Understandings/
Skill
s and Key
Question/s
KUs
Consonants: /sh/ Discriminate /sh/
The /sh/ sound is
and /zh/
and /zh/ and
Prosodic features
unvoiced (the
produce both
intonation,
vocal cords do
sounds correctly in
stress,
blending,
not vibrate
words and in
and juncture in
during its
meaningful
communication
production),
discourse

How
to
apply

Apply
correct
while /zh/ sound
coherence,
intonation, stress,
is voiced.
cohesion, and
blending, and
KQs
clarity
in
juncture in
How can I describe
speaking and
communication
my point and

Express
views and
writing.
manner of
ideas with

Points of
Integration

Justice and
peace
education
Neutrality
Civics
Sociology
Respect

Teaching
Strategies/
Differentiated
Instruction
Key questions
Direct instruction
KWL Chart
Journal log
Essay map

Assessment
Strategies

Resources

Formative
Worktext
Picture analysis Print ads
Graphic
Short tests
Quizzes
Organizers
Summative
Oral tasks
Performance
product
(panel
presentation)

articulation for
the /sh/ and /zh/
sounds?

3.2 Grammar in KUs

The present

Focus and
We use the
perfect tense
Reading
present perfect The present
perfect
tense of verbs to
Focus:
progressive
talk about past

Present perfect
tense
action or event in
- Has/have
tense
terms of present
verbs
Present perfect We can also use
Already and
progressive
the present
Yet
tense
perfect tense

when narrating
events
The words
already and
yet are
generally used
with the perfect
tense
KQs
When can I use the
present perfect
tense of verbs?
When do I use the
words already
and yet?

coherence,
cohesion, and
clarity orally and in
writing

Use the present

Social studies
perfect tense and Fairness
the present perfect
progressive tense
correctly
Use has/have verbs
correctly to show
the tense of verbs
Use already and yet
in sentences
Observe the use of
for and since
correctly in
sentences

Direct instruction
Key questions
Differentiated
instruction
- Vocabulary
preview

Formative
Worktext
Print ads
Quizzes
Graphic
Short test
Oral
Organizers
questioning
Summative
Written product
Performance
product

St. Jude College

Basic Education Department
High School Division
SCHOOL YEAR 2013 2014

Course Syllabus in English III

Prepared by:
Ms. Joy Mariette B. Cristo
English Teacher

St. Jude College

Basic Education Department
Grade School Division
SCHOOL YEAR 2013 2014

Course Syllabus in English 6

Prepared by:
Ms. Joy Mariette B. Cristo
English Teacher

St. Jude College

Basic Education Department
Grade School Division
SCHOOL YEAR 2013 2014

Course Syllabus in English 5

Prepared by:
Ms. Joy Mariette B. Cristo
English Teacher

St. Jude College

Basic Education Department
High School Division
SCHOOL YEAR 2013 2014

PROJECT PLAN
PERFORMANCE TASK IN ENGLISH GRADE 7
-GRASPS(Goal, Role, Audience, Situation, Product and Standard)

Prepared by:
Ms. Joy Mariette B. Cristo
English Teacher

PERFORMANCE TASK
FIRST QUARTER
The Truth about Plastics
Goal

I want my students to learn writing narrative account so that in the long run, they will be able, on their own,
to write their experiences or express their experiences and thoughts through narration in written form so
that they can share the lessons and insights they have gained from that experience to other people

Role

You are an advocate of Clean and Green Environment Organization of NCR

Audience

The youth, especially grade school pupils and high school students

Situation

Several cities in Luzon have implemented the ordinance about plastic ban specifically Makati, Marikina, and
Quezon City. As a citizen of Manila and as advocate of the environment, you were assigned by the
organization to private and public schools to inform them and make them aware of the hazards of using
plastics by not just through an informative talk but through a creative way that students can appreciate and
understand.

Product/Performa

Create a story wherein the moral lesson is that plastics are dangerous to our health and to the environment

nce

it could be a factual experience or just an imagined story that may include fictitious characters so as to
make your story more attractive to the students. Your story must make them aware of the disadvantages of
using plastics to make them also an advocate of an environment that is clean and safe not just to the people
but also to our nature. After the written account, make a poster that will picture out what the story is about
or you can make a story book wherein the lines of the story are accompanied by illustrations.

Standards and
Criteria

Rubrics for written output

Creativity 30%
Sequencing/Organization 35%
Grammar 35%
PERFORMANCE TASK
SECOND QUARTER
Kids Pick Flicks

Goal

I want my students to learn the elements of a short story so that in the long run they will be able to, on their
own, make judgments on the narratives of a movie and how the elements of a short story affect a narrative
specifically movies that are developed from written narratives in achieving its purpose which is to present a
certain idea or moral lesson to the people. Thus, the elements of a narrative are an important factor in
writing a good movie review that will be the basis of the media in realizing the worth of a certain movie or
narrative.

Role

You are a young critic from FAMAS, an award giving body in the Philippines

Audience

The youth, who are fond of watching different kinds of movies especially those that are just a click away

Situation

Since youth now a days are expose to tons of movies from the net and are also fond of rushing to the
theaters to catch the premiere of a new movie, you are assigned to write a review of a certain movie to
inform the public of its worth based on how the events on the movie flowed and is it worth the money or just

a waste of time. You are to be objective and critical in making evaluations.

Product/Performa
nce

Write a movie review to a movie of your choice by focusing on the elements of a narrative. Follow the steps
in writing a movie review. Your movie review will be the basis of FAMAS if they will give any award to the
movie you reviewed.

Standards and
Criteria

Rubrics for written output

Creativity 30%
Sequencing/Organization 35%
Grammar 35%

PERFORMANCE TASK
THIRD QUARTER
Lights.Camera.Action!
Goal

Role

I want my students to learn the elements of a drama so that in the long run they will be able to, on their
own, make judgments on the narratives of a drama play and how the elements of a drama affect a narrative
in achieving its purpose which is to present a certain idea or moral lesson to the people. Thus, the elements
of a drama are an important factor in portraying the characters and settings to translate the narratives into
actions.
You are a young dramatist who will present a drama play in a theater

Audience

The youth especially the grade 7 students

Situation

Since drama plays are being ignored today by the young generations, the school held a theatrical play in the

Product/Performa
nce

Standards and
Criteria

school to introduce different genres of drama and to let the students realize that dramas are creative way to
addressing political and societal issues
the students will choose from the following plays and deliver their drama creatively
The World is an Apple
Why Women the Dishes
New Yorker in Tondo

Rubrics for role playing

Props 30%
Pronunciation 35%
Characterization 35%

PERFORMANCE TASK
FOURTH QUARTER
Editorial Writing
Goal

Role

I want my students to learn the characteristics of an editorial and the structure of an editorial so that, in the
long run, they will be able to, on their own identify articles that shows an opinionated ideas from the factual
ones and also be able to express their opinions and oppositions to a significant topic with supporting
evidences that is meant to influence public opinion, promote critical thinking, and sometimes cause people
to take action on an issue.
You are one of the aspiring editorial writer who wants to be a member of your schools campus paper

Audience

The youth especially the grade 7 students

Situation
Product/Performa
nce

Standards and
Criteria

The schools campus paper is looking for new editorial writer. They are asking those who wanted to become
one of them to send their editorial write ups
An editorial article of your chosen topic following the given outline:
Editorial topic:
Topic sentence:
Reason #1
Supporting Evidence/s
Reason#2
Supporting Evidence/s
Reason#3
Supporting Evidence/s
Conclusion
Rubrics for
Grammar and vocabulary 30%
Organization 35%
Coherence 35%

St. Jude College

Basic Education Department
High School Division
SCHOOL YEAR 2013 2014

PROJECT PLAN

PERFORMANCE TASK IN ENGLISH III

-GRASPS(Goal, Role, Audience, Situation, Product and Standard)

Prepared by:
Ms. Joy Mariette B. Cristo
English Teacher

PERFORMANCE TASK
FIRST QUARTER
A Life Story
Goal

I want my students to demonstrate understanding of the elements of narratives so that in the long run, they
will be able to, on their own write their own and other significant experiences in variety of genres such as
essays and short stories using grammatically correct sentences.

Role

You are a story writer and TV director

Audience

The youth especially the third year students

Situation

To address the growing population of Filipino teens who are going astray or those who have lost their way to
the realizations of their dreams because of poverty, peer pressure, discrimination, and growing up without
the guidance of the parents, in cooperation with the ABS CBN network, you have been asked to write a
story that would inspire the youth to hold on to their dreams and this will be shown on television as an entry
to the famous real life based drama MMK wherein the primary target audiences are the youth. You goal is
to inspire and awaken their minds about the importance making their dreams come to life.

Product/Performa
nce

Write a story, it may be a factual story about a person who had reached his/her dream despite of many
difficulties or an imagined story. The written story will be printed out and will be presented through role
playing.

Standards and
Criteria

Rubrics for written output

Grammar and vocabulary 30%
Organization 35%
Coherence 35%

PERFORMANCE TASK
SECOND QUARTER
Lights, Camera, Publish!
Goal

I want my students to demonstrate understanding on the elements of a narrative and how write a movie
review so that in the long run, on their own, they will be able to make objective judgment of a movie since

movies are powerful medium with widespread effects in the society and be able to make sound judgments in
evaluating the worth of a movie or any narrative.
Role

You are a young movie critic of Rottentomatoes.com

Audience

The Filipino viewers, especially the youth who are usually exposed to these movies.

Situation

To address the vulnerability of youth to the effects of movies and any narratives that are not suitable to their
ages and to the central ideas and themes of movies that are not fully realized by the viewers, and also to
examine a narratives worth, you have been asked to review a movie, in cooperation to the famous
international award giving body, GRAMMY awards, in order to decide if a movie is worth having an award on
any specific award that it deserves.

Product/Performa
nce

Write a review on any movie that you like, foreign or local, following the steps on how to make a movie
review.

Standards and
Criteria

Rubrics for written output

Grammar and vocabulary 30%
Organization 35%
Coherence 35%

PERFORMANCE TASK
THIRD QUARTER
Biographical Interview

Goal

I want my students to demonstrate understanding on the how to conduct an interview so that in the long
run, on their own, they will be able to conduct interview in an appropriate way and be able to formulate
significant questions that are relevant to the life of the person being interviewed. Thus, acquiring the skills in
giving an interview will also prepare them for future jobs that involve their communication skills.

Role

You are a talk show host who will interview a guest about his life story

Audience

The third year students who will be the viewer of the said talk show

Situation

To inspire students to pursue whatever dreams they have and to motivate them to overcome challenges in
order for them to reach their goal you are to feature some person who will be sharing their lives to the
viewers on their journey towards success

Product/Performa
nce

You are to interview some personnel in your school. Make a list of questions you might want to ask them.
Choose the person you wish to interview from the list below:
a. a health officer (doctor, nurse, dentist)
b. the janitor/s
c. the guidance councilor
d. the registrar
e. the canteen operator
f. the principal
g. the teachers

Standards and
Criteria

Rubrics for written output

Grammar and vocabulary 30%
Organization 35%
Coherence 35%
PERFORMANCE TASK

FOURTH QUARTER
Sonnet
Goal

I want my students to demonstrate understanding on how write sonnet so that, in the long run, they will be able to, on
their own, speak their minds and inner thought through writing and make them realize that writing is the best way to
release their feelings positively.

Role

You are a contestant on a poem writing contest

Audience

The third year students, to whom you will show your talent and deliver your poem

Situation

In celebration of the Valentines day, the school held a contest on sonnet writing to express the thoughts and ideas of
the students about love.

Product/Performa
nce
Standards and
Criteria

The students will compose and write their own Shakespearean or Petrarchan sonnet
Rubrics for written output
Grammar and vocabulary 30%
Organization 35%
Coherence 35%

St. Jude College

Basic Education Department
Grade School Division
SCHOOL YEAR 2013 2014

PROJECT PLAN
PERFORMANCE TASK IN ENGLISH 5
-GRASPS(Goal, Role, Audience, Situation, Product and Standard)

Prepared by:
Ms. Joy Mariette B. Cristo
English Teacher

PERFORMANCE TASK
FIRST QUARTER
A Tribute to a Hero
Goal

I want my students to demonstrate understanding of the elements of a narrative so that in the long run, they
will be able to, on their own write their own and other significant experiences in variety of genres such as
essays using grammatically correct sentences.

Role

You are writer of Kids Time Magazine

Audience

Your classmates and the person whom you have dedicated your story

Situation

Being a hero means being able to save someone elses life without asking for a prize, Kids Time magazine
wants an article about people who have done heroic deeds to others, big or small deed, as long as it shows
helping other people despite of sacrifices he/she has to make.

Product/Performa
nce

Choose a person who have done heroic deeds to you or to others and write a life story for your magazine.
a. Your parents
b. Your friend
c. A relative
d. A close friend
e. (you can add a person you know)

Standards and
Criteria

Rubrics for written output

Grammar and vocabulary 30%
Organization 35%
Coherence 35%

PERFORMANCE TASK
SECOND QUARTER
Poem Writing
Goal

I want my students to demonstrate understanding on how write sonnet so that, in the long run, they will be
able to, on their own, speak their minds and inner thought through writing and make them realize that
writing is the best way to release their feelings positively.

Role

You are a contestant on a poem writing contest

Audience

Your classmates and the person to whom you will deliver the poem

Situation

You will join the poem writing contest where in the theme is about being proud to be a Filipino

Product/Performa
nce
Standards and
Criteria

A poem with four stanzas written on illustration board

Rubrics for written output
Grammar and vocabulary 30%
Organization 35%
Coherence 35%

PERFORMANCE TASK
THIRD QUARTER
Words in Action
Goal

I want my students to learn the importance and use verbs so that in the long run, on their own, they will be
able to express their selves correctly in written and oral form. And also to let the students realize the
importance of actions and the consequence of each so that they will be responsible enough to the decisions
and actions they chose to make.

Role

You are a contestant in a story telling contest

Audience

The judges who will critic your overall performance

Situation

You are a representative of your school in a story telling competition. You will narrate a story with the use of
the pictures you prepared.

Product/Performa
nce
Standards and
Criteria

Pictures showing different action words or verbs.

Rubrics for written output
Grammar and vocabulary 30%
Organization 35%
Coherence 35%

PERFORMANCE TASK
FOURTH QUARTER
Movie Review through the use of Elements of a Short Story
Goal

I want my students to learn the elements of a short story so that in the long run they will be able to, on their
own, make judgments on the narratives of a movie and how the elements of a short story affect a narrative
specifically movies that are developed from written narratives in achieving its purpose which is to present a
certain idea or moral lesson to the people. Thus, the elements of a narrative are an important factor in
writing a good movie review that will be the basis of the media in realizing the worth of a certain movie or
narrative.

Role

You are a young critic from FAMAS, an award giving body in the Philippines

Audience

The youth, who are fond of watching different kinds of movies especially those that are just a click away

Situation

Since youth now a days are expose to tons of movies from the net and are also fond of rushing to the
theaters to catch the premiere of a new movie, you are assigned to write a review of a certain movie to
inform the public of its worth based on how the events on the movie flowed and is it worth the money or just
a waste of time. You are to be objective and critical in making evaluations.

Product/Performa
nce

Write a movie review to a movie of your choice by focusing on the elements of a narrative. Follow the steps
in writing a movie review. Your movie review will be the basis of FAMAS if they will give any award to the
movie you reviewed.

Standards and
Criteria

Rubrics for written output

Creativity 30%

Sequencing/Organization 35%
Grammar 35%

St. Jude College

Basic Education Department
Grade School Division
SCHOOL YEAR 2013 2014

PROJECT PLAN
PERFORMANCE TASK IN ENGLISH 6
-GRASPS(Goal, Role, Audience, Situation, Product and Standard)

Prepared by:

Ms. Joy Mariette B. Cristo

English Teacher

PERFORMANCE TASK
FIRST QUARTER
The World is endangered
Goal

I want my students to learn main ideas and supporting details of a paragraph or a text so that, in the long run, they
will be able, on their own to express their thoughts and ideas in written form with an organized content that shows the
important idea that they want to communicate with the readers and be able to support their topic with relevant details
and also for them to be able to identify what a text wants to tell by getting the main idea for them to become critical
readers in the future and a comprehensive provider of information of timely issues in their immediate community and
in the country.

Role

You are an Endangered Animal Specialist hired by the Philippine Endangered Animal Foundation.

Audience

The public, to inform them on the animals that were prohibited to hunt and sell because of their danger of becoming
extinct and also zoo owners.

Situation

Many animals are in danger of extinction because their habitats are being destroyed. The Philippine Endangered
Animal Foundation wants you to make people more aware of the dangers to animals, find out why there are so many
animals in danger and show to the rest what we can do to preserve the diversity of life on Earth.

Product/Performa
nce

Choose an endangered animal in the Philippines and choose one from the following product:
1. Endangered Animal Poster
2. Stuffed Animal

3. Car bumper Stickers

Process: Do some research on one endangered animal, its physical description, habitat, eating habits, reasons for
endangerment and other further information. Using the product of your choice you will make a short oral presentation
to show your research and convince your classmates to do their part to preserve the unique animal species we have
on the Philippines today. It is important for the public to not only understand the problem but to be a part of the
solution. Your research will be printed out to be published in magazines and will be posted in the website of the
foundation so you make sure that your written output is organized, the main idea is expressed clearly and the
supporting details are relevant to the topic. Make your title striking to the readers.

Standards and
Criteria

Rubrics for written output

Creativity 30%
Sequencing/Organization 35%
Grammar 35%

PERFORMANCE TASK
SECOND QUARTER
Movie Review
Goal

I want my students to learn the elements of a short story so that in the long run they will be able to, on their own,
make judgments on the narratives of a movie and how the elements of a short story affect a narrative specifically
movies that are developed from written narratives in achieving its purpose which is to present a certain idea or moral
lesson to the people. Thus, the elements of a narrative are an important factor in writing a good movie review that will
be the basis of the media in realizing the worth of a certain movie or narrative.

Role

You are a young critic from FAMAS, an award giving body in the Philippines

Audience

The youth, who are fond of watching different kinds of movies especially those that are just a click away

Situation

Since youth now a days are expose to tons of movies from the net and are also fond of rushing to the theaters to catch
the premiere of a new movie, you are assigned to write a review of a certain movie to inform the public of its worth
based on how the events on the movie flowed and is it worth the money or just a waste of time. You are to be

objective and critical in making evaluations.

Product/Performa
nce

Write a movie review to a movie of your choice by focusing on the elements of a narrative. Follow the steps in writing
a movie review. Your movie review will be the basis of FAMAS if they will give any award to the movie you reviewed.

Standards and
Criteria

Rubrics for written output

Creativity 30%
Sequencing/Organization 35%
Grammar 35%

PERFORMANCE TASK
THIRD QUARTER
Goal

Christmas Poem
I want my students to learn express their thoughts creatively though poem so that, in the long run, they will
be able to, on their own, speak their minds and inner thought through writing and make them realize that
writing is the best way to release their feelings positively.

Role

You are a member of the St. Jude College Young Thaddeans campus paper staff

Audience

The grade 6 students, to whom you will show your talent and deliver your poem

Situation

In celebration of the Christmas day, the school conducted a poem writing contest where in the theme is the

true meaning of Christmas

Product/Performa
nce
Standards and
Criteria

Poem in illustration board, minimum of six stanzas

Rubrics for written output
Creativity 30%
Sequencing/Organization 35%
Grammar 35%

PERFORMANCE TASK
FOURTH QUARTER
Goal

Role

Acrostic Poem
I want my students to learn express their thoughts creatively though poem so that, in the long run, they will
be able to, on their own, speak their minds and inner thought through writing and make them realize that
writing is the best way to release their feelings positively. are a contestant in an acrostic poem writing
contest for the English week
You are a contestant in an acrostic poem writing contest for the English week

Audience

The grade 6 students, to whom you will show your talent and deliver your poem

Situation

You are a representative of your section for the English week acrostic poem writing contest.

Product/Performa
nce
Standards and
Criteria

An acrostic poem that describe themselves using their first name in illustration board
Rubrics for written output
Creativity 30%
Sequencing/Organization 35%
Grammar 35%