2010 Secondary Education Curriculum English

Program Standard:

The learner demonstrates literary and communicative competence through his/her understanding of the different genres of literature and other text types for a deeper appreciation of Philippine culture and those of other countries.

General Standard First Year

The learner demonstrates literary and communicative competence through his/her understanding of the different genres of Philippine Literature and other text types for a deeper appreciation of Philippine culture.

General Standard Second Year

The learner demonstrates literary and communicative competence through his/her understanding of the different genres of Afro-Asian Literature (including Philippine Literature)and other text types for a deeper appreciation of Philippine culture and those of other countries.

General Standard Third Year

The learner demonstrates literary and communicative competence through his/her understanding of the different genres of BritishAmerican and Philippine Literature and other text types for a deeper appreciation of Philippine culture and those of other countries.

General Standard Fourth Year

The learner demonstrates literary and communicative competence through his/her understanding of the different genres of World Literature (including Philippine Literature)and other text types for a deeper appreciation of Philippine culture and those of other countries.

2010 Secondary Education Curriculum English I

General Standard: The learner demonstrates literary and communicative competence through his/her understanding of the different genres of Philippine
Literature and other text types for a deeper appreciation of Philippine culture.

Quarter 1 - NARRATIVE
Stage 1: Results/Outcomes Stage 2 : Assessment Product/
Performance

Stage 3 : Learning Plan Performance Suggested Instructional Activities Resources

Content The learner demonstrates understanding of the distinctive features, aesthetic elements and underlying objectives of varied types of Philippine narratives using the most appropriate language forms and functions. Language Focus: Simple past tense

Standard Performance

Essential Understanding Question

At the level of Understanding

The learner tells a story creatively and proficiently.

Narratives are Why do we the interesting study accounts of narratives? peoples ideas, feelings, and values pertinent to the development of their culture and society.

Creative Explanation and Explain the proficient development of storytelling events and progress of ideas in a story. Criteria:
Accurate Coherent Use of appropriate language forms and functions: Simple past Tense

markers

Time

Performance assessment of storytelling based on the following criteria: Focus/ Theme Audience Contact Sequence/ Development of action Dialogue Language Delivery Voice

Reading-Speaking Abstracting the distinctive features, elements and objectives of sample folk narratives (Interpretation) Language Focus: Simple past tense Time markers WH Questions Reading-Writing Gathering and presenting (explaining) sample folk narratives from different sources (Explanation) Language Focus:

Required: - Wedding Dance, by Amador Daguio - How My Brother Leon Brought Home a Wife, by Manuel E. Arguilla - The Monkey and the Turtle, by Jose P. Rizal Suggested: - My Brothers Peculiar Chicken, by Alejandro R. Roces

WH Questions S-V Agreement Direct Discourse

Time markers WH Questions S-V Agreement Direct Discourse Reported Speech

Reported Speech

Express actions that happened at a definite past time Prove that the interesting accounts of peoples ideas, feelings and values in Philippine folk narratives are pertinent to the development of their culture and society Interpretation Share a story showing ones understanding and appreciation of an effective and meaningful literary piece Criteria:
Significant Insightful Illuminating

S-V Agreement

Philippine Folk Narrative - The Creation, An Igorot Folktale - Malakas and Maganda, a creation myth - Sampaguita, a legend - The Dog and the Lion, a Maranaw Fable - In Disguise, an anecdote by Benjamin L. Panlilio Reference books Internet Computer Multimedia Materials DVD CD Graphic Organizer pictures drawings art

Reading-Writing Classifying samples of folk narrative (Interpretation) Reading-Speaking Focusing on the structure, features and elements of the short story (Explanation) Language Focus: S-V Agreement Reading-Speaking Drawing insights on the importance of using literary/ narrative devices (Interpretation) Language Focus: Direct Discourse Speaking Illustrating important points for effective storytelling (Interpretation)

Gather, analyze and present folk narratives with ease Criteria:

Significant Insightful

meaningful

Application Use appropriate sources of information, multimedia and technology to create a story Criteria:
Adaptive Diverse Effective

SpeakingListening-Viewing Playing a significant active role in a creative storytelling (Application) Language Focus: Reported Speech

materials

Use simple past tense, time markers and WH questions to effectively narrate events Make verbs agree with their subjects Exhibit clear reporting of ideas, thoughts and actions using direct and reported speech to avoid ambiguities Use reported and direct speech to give accurate accounts of important details

Perspective Analyze interdependence of plot characters, theme and other narrative elements Criteria:

Critical in an analytical sense Insightful Revealing

Empathy Relate ideas taken from the narrative to real life experiences Criteria:
Insightful Open

Self- knowledge Self asses ones strengths and weaknesses in telling a story effectively Criteria:

Metacognitive Reflective Self-adjusting

2010 Secondary Education Curriculum English I I English

Quarter 2 - DRAMA
Stage 1: Results/Outcomes Stage 2 : Assessment Product/
Performance

Stage 3 : Learning Plan Performance Suggested Instructional Activities Resources

Content The learner demonstrates understanding of features, elements and conventions of varied Philippine drama using appropriate language forms and functions. Language Focus: Types of sentence according to function Coordinators Rejoinders

Standard Performance

Essential Understanding Question

At the level of Understanding

The learner interpretatively and proficiently performs in an excerpt of a play or drama.

Drama clearly portrays the real world by presenting mans significant experiences in grand, moving and colorful ways. Philippine drama deepens ones understanding of the unique beauty of Filipino culture.

How does Interpretative Explanation drama and proficient Explain the features, mirror real Drama elements and life? presentation conventions of the (excerpt) different types of drama Criteria:
accurate justified credible use of appropriate language forms and functions Types of sentence according to function

Why should you study Philippine drama?

Express agreement and disagreement courteously Demonstrate a smooth flow of thought from one sentence to the next by using coordinators

Performance assessment of a drama presentation based on the following criteria: Voice Acting skills Facial expression Stage presence Stage production Conventio ns

Speaking/Listening Describing-justifying how drama differs from the narrative (Explanation) Language Focus: Types of sentence according to function Reading-Viewing Creating a classification web identifying the recurrent categories of drama (e.g. characters, events (plot), setting and their attributes (Application) Reading-Speaking Analyzing/contrasting drama (literary) and

Required: - The World is an Apple, by Alberto Florentino - Laarni- a Dream, by Loreto Paras Sulit - The Adarna Bird Suggested: -Shadow on Solitude, by Claro M. Recto translated by Nick Joaquin Internet Computer Multimedia Materials DVD CD

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and rejoinders correctly Make clear and interesting explanation about people, things and events by using different types of sentences Connect drama to peoples significant experiences in the real world Interpretation Illustrate the series of connected events in a drama (plot) Criteria:
Meaningful Illustrative Significant

news story (drama in real life) (Explanation) Language Focus: Coordinators Rejoinders Viewing-Speaking Reenacting the news story using the imaginative scripts to refine scripts so that story and meaning are conveyed to an audience (Application) Reading/Speaking Analyzing descriptions, dialogs and actions to discover, articulate, and justify character motives (Explanation) Viewing Speaking Presenting a play (either on stage, radio, TV, pantomime, puppet show, monologue) (Application)

Graphic Organizer Pictures Drawings art materials

Application Role play the dialogs between characters Criteria:

Effective Fluent Realistic Innovative

Perspective Compare and

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contrast drama (literary) from news story (real life drama). Criteria:
credible revealing Insightful unusual

Empathy Assume a role in a drama that runs counter to your personal experience. Criteria:
open insightful perspective receptive

Self-knowledge Self assess ones strengths and weaknesses in presenting significant experiences in a drama Criteria:
self-aware self-adjusting reflective mature wise

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2010 Secondary Education Curriculum English I I

Quarter 3 - POETRY
Stage 1: Results/Outcomes Stage 2 : Assessment Product/
Performance

Stage 3 : Learning Plan Suggested Instructional Activities Resources

Content

Standard Performance

Essential Understanding Question

At the level of Understanding Performance

The learner demonstrates understanding of the distinct features of narrative, lyric and dramatic poetry, their elements and the poetic devices using the appropriate language forms and functions. Language Focus: Basal Adjectives

The learner interpretatively and proficiently performs in a choral reading.

Understanding the special qualities of each form of poetry provides succinct ideas about the richness and beauty of poetry.

How do forms of poetry provide succinct ideas about the richness and beauty of poetry?

Interpretative and proficient Choral Reading

Explanation Describe the distinct features and the development of ancient Filipino poetry Criteria:
Accurate Credible Insightful Use of appropriate language forms and functions Basal Adjectives Phrase Modifiers S-V Agreement

The learner interprets a poem through choral reading based on the following criteria: Rubric Facial Expression Phrasing/ blending/ pausing/ timing Rate Enunciation Accuracy Voice quality

Reading-Speaking Gathering facts on the development of ancient Filipino poetry and its distinct features (Explanation) Language Focus: Basal Adjectives Reading-Speaking Justifying close connection among the elements of a poem (Explanation) Language Focus: Phrase Modifiers

Required: - Ballad of a Mothers Heart, by Jose la Villa Tierra - Song, by N.V.M. Gonzales - Maria Claras Song by Dr. JoseP. Rizal Suggested: - A Sigh in the Dark, by Angela Manalang Gloria - Man Upon the Cross, by Conrado

Justify that the special qualities of

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Phrase Modifiers S-V Agreement

poetry provide succinct ideas about richness and beauty of poetry Explain the relationship existing between subject and verb in a given sentence Prove a close connection among the elements of a poem Criteria:
Accurate Justified Insightful

Reading-Writing Analyzing qualities of each form/type of poetry (Perspective) Language Focus: S-V Agreement Reading-Speaking Drawing insights on the essence of poetic devices used by the author (Interpretation) Language Focus: S-V Agreement SpeakingListening-Viewing Proposing strategies to be utilized in choral reading of a poem (Application) Language Focus: S-V Agreement

V. Perdrocha - Quietness, by Amador T. Daguio - To my Native Land, by Tarrosa Subido - The Sea, by Natividad Marquez Reference books Pictures Sample sayings/ riddles VCD/DVD rubrics

Interpretation Judge the importance of poetic devices to communicate meaning Criteria:

Significant Meaningful Insightful

Perspective Analyze qualities of each form/type of poetry Criteria:

Critical in an analytical sense

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Insightful

Application Use effective strategies in choral reading of a poem Criteria:

Adaptive Effective Innovative Diverse

Use word and phrase modifiers in giving specific details about people, places and things Empathy Reach a common understanding on how to present a choral reading effectively Criteria:
Open Perceptive Insightful

Self-knowledge Reflect on the effective strategies to be utilized in making meaning through choral reading Criteria:

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Reflective Meta cognitive Self-adjusting

2010 Secondary Education Curriculum English I

Quarter 4 - Essay
Stage 1: Results/Outcomes Stage 2 : Assessment Product/
Performance

Stage 3 : Learning Plan Performance Suggested Instructional Activities Resources

Content

Standard Performance

Essential Understanding Question

At the level of Understanding

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The learner demonstrates understanding of the basic features, parts, structure, and pattern of development that make tone and style of Philippine essays effective.. Language Focus: Modals Relative Clauses Transition markers

The learner writes a personal/ reflective essay vividly.

Philippine essays have distinctive features used by the authors to present lessons learned from experiences and personal observations.

What makes Philippine essays distinct from foreign essays?

Writing vivid personal/ reflective essay

Explanation Explain the basic parts, structure, elements and features of Philippine essays. Criteria
Accurate Credible Coherent Insightful Use of the appropriate forms and functions:

Modals Relative Clauses

The learner writes vividly a personal /reflective essay that expresses meaningful views and insights based on content , rhetoric and form using the following criteria: unity coherence clarity plausibility mature usage Style

Transit ion markers

Show smooth flow of ideas by using transition markers Show that essays have distinct features that authors used to express lessons learned Interpretation Illustrate the different patterns of paragraph development of an essay Criteria

Reading Speaking Exploring the basic parts, structure and features of Philippine essays (Explanation) Readi ng Writing Proving elements of essays that prompt personal reflection (Explanation) Language Focus: Modals Readin g Speaking Drawing insights on the different patterns of paragraph development (Interpretation) Speakin g-Listening Reflecting on others views, comments and personal preferences (Empathy) Readin g Writing Using relative clauses to show relationship of ideas (Application) Language Focus: Relative Clauses Readin

Required: - My Home, by Dr. Jose P. Rizal - Tarlac Dike, by Kerima Polotan - A Letter to His Parents, by Dr. Jose P. Rizal Suggested: - I Am A Filipino, by Carlos P. Romulo -On Discovering Myself, by J.B. Serrano and M.G. Lapid - Siesta, by Leopoldo R. SerranoBiographies of national writers and

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Accurate Thorough Illuminating

Application Use personal reflections, experiences and observations in writing a personal essay. Criteria
Effective Adaptive Realistic

g Writing Responding critically to the authors style, tone and purpose in a personal essay (Empathy) Reading Speaking Writing Organizing details to meet specific purpose of personal essay (Application) Readin g Writing Using transition markers to show smooth flow of ideas in a personal essay (Application) Writi ng Writing reflections that highlight comments and insights on personal preferences, observations and experiences (Application) Language Focus: Transition markers Reading Writing Using transition markers to show

heroes - An AVP about the national writers (CONSTEC: Lit.) -A Critic of an essay -Man in Dapitan, by Loreto ParaSulit -The World in A Train by Francisco Icasiano -Selected contemporary foreign essays with similar theme for learners aged 11-13 -Movie clips of journal writing from Freedom Writers Pictures Concept maps Model Journal

Use modals to express possibility, permission, ability and probability Use relative clauses to show relationship of ideas Use modals, relative clauses and transition markers in writing a personal essay. Criteria
Effective Fluent

Perspective Argue that writing reflective journals and personal essays serve as significant

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learning experiences. Criteria

Insightful Plausible

Empathy Consider other writers intention, style, views in abstracting a reflective journal and a personal essay. Criteria
Open Perceptive Insightful

smooth flow of ideas in a personal essay (Application) Readin g Writing Analyzing ones writing by determining how its tone, style suits ones purpose and the intended audience (Perspective)

entries List on Journal starters

Self Knowledge Use self-monitoring strategy / correction to improve ones work. Criteria
Reflective Meta cognitive Self-adjusting

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