SAINT THERESA COLLEGE OF TANDAG, INC.

BASIC EDUCATION DEPARTMENT

SENIOR HIGH SCHOOL
UNIT PLAN

SUBJECT: English for Academic Purposes TEACHER: Anmarie B. Ponlaon

GRADE LEVEL: Grade 11 STRANDS: Humanities and Social Sciences
QUARTER CONTENT PERFORMANCE MOST ESSENTIAL LEARNING COMPETENCIES DURATION K TO 12 CG CODE
STANDARDS STANDARDS (Week)
The students The learners shall be able 1. Form opinions based on facts. CS-EN11/12A-EAPP-Id-
demonstrate… to … 1 day f_11
2. Cite specific sources to support claims. CS-EN11/12A-EAPP-Id-
understanding of the Form opinions based on f_12
principles, and uses of facts 3. Presents ideas convincingly. CS-EN11/12A-EAPP-Id-
the reaction f_13
4. Uses appropriate language for a specific discipline. CS-EN11/12A-EAPP-Id-
f_14
Quarter I 5. Raises legitimate, contrary views in an appropriate manner. CS-EN11/12A-EAPP-Id-
13 days f_15
6. Uses appropriate critical approaches in writing a critique. CS-EN11/12A-EAPP-Id-
f_16
7. Applies the principles of writing effective reviews and CS-EN11/12A-EAPP-Id-
critiques. f_17
8. Writes an objective/balanced review or critique of a work CS-EN11/12A-EAPP-Id-
of art, an event, or a program. f_18

PREPARED BY: NOTED BY:

ANMARIE B. PONLAON CASILDO L. MONTENEGRO JR.,MAEd

Subject Teacher SHS Assistant Principal
 SAINT THERESA COLLEGE OF TANDAG, INC.
BASIC EDUCATION DEPARTMENT
SENIOR HIGH SCHOOL
CURRICULUM MAP

SUBJECT: English for Academic and Professional Purposes TEACHER: Anmarie B. Ponlaon
GRADE LEVEL: Grade 11 STRANDS: Humanities and Social Sciences
TERM NO. UNIT TOPIC: CONTENT PERFORMANCE COMPETENCIES/ ASSESSMENT ACTIVITIE RESOURCES INSTITUTIONAL
MONTH CONTENT STANDARDS STANDARDS SKILLS S CORE VALUES
UNIT III: The students The students FORMATIVE 1. Film English For Values Integration
Writing the understands… produces… 1. Form opinions  Recitation Presentation/ Academic And  Knowledge is
Reaction based on facts.  Reflective oral Professional formed not
Paper/Review/ the principles and 2. Cite specific discussions presentation Purposes by only through
Critique uses of reaction an objective sources to  Individual of activity Paolo Nino M. validation of
paper/review/critiq assessment of an support claims. presentations/acti participated Valdez, PhD previous
ue event, a person, a 3. Presents ideas vities in by findings but
place or thing. convincingly.  Worktext students also through
4. Uses exercises 2. Applying of challenging
a comprehensive appropriate  Quizzes correct of ideas
review/reaction paper language for a citation presented by
 Performance specific SUMMATIVE practices and others.
art discipline.  Writing of preparation
 Film; 5. Raises Critique of list of
 Participation legitimate, references/bi
in a religious contrary views SELF bliography.
or in an ASSESSMENT 3. Mapping out
community appropriate of facts
 Self-
festival manner. presented in
progress
 Art exhibit 6. Uses an activity
assessment
appropriate participated
Critiques design such critical in/film
as industrial objects, approaches in viewed/medi
or craft objects, writing a a consumed.
furniture based on a critique. 4. Use of
set criteria 7. Applies the transitional
principles of devices and
Critiques graphic writing language of
design effective critique
communication reviews and 5. Examination
materials, such as critiques. of salient
posters, billboards, 8. Writes an features of
 commercials, digital, objective/balan approaches
and other media. ced review or to
critique of a developing
work of art, an critiques
event, or a such as
program. structuralism
, formalism,
and
feminism.
6. Writing of a
critique.

PREPARED BY: NOTED BY:

ANMARIE B. PONLAON CASILDO L. MONTENEGRO JR.,MAEd.

Subject Teacher SHS Assistant Principal