GRADE 8: ECAS THROUGH AFRO – ASIAN LITERATURE

The student demonstrates communicative competence through his/her understanding of literature and other texts types
PROGRAM STANDARD
for a deeper appreciation of Philippine Culture and those of other countries.
The student demonstrates communicative competence through his/her understanding of Afro-Asian literature and other
GRADE LEVEL STANDARD
text types for a deeper appreciation of Philippine culture and those other countries.
The students demonstrates understanding Southeast Asian literature as a mirror to a shared heritage; coping strategies
CONTENT STANDARD in processing textual information; strategies in examining features of a listening and viewing material; structural analysis
of words and propaganda techniques; and grammatical signals for opinion – making persuasion and emphasis.
The student transfer learning by composing and delivering a persuasive speech based on an informative essay featuring
PERFORMANCE STANDARD use of properly acknowledged information sources, grammatical signal for opinion–making persuasions and emphasis,
and appropriate prosodic features, stance, and behavior

UNIT NUMBER 4
UNIT TITLE Exploring the Literature of the Islands (Philippines, Southeast Asia,and mainland Southeast Asia)
NUMBER OF DAYS 54
CORE
UNDERSTANDINGS
TOPICS COMPETENCIES ASSESSMENTS ACTIVITIES VALUES INTEGRATION
AND CORE
QUESTIONS
14 Days G1. Pronouncing words Formative
with the correct syllable
 Syllable stress  Group activities
stress (EN8OL-IV-5)
 Verb forms  Oral and written
 Activation of ones H1. Identifying and using exercises
schema when reading the correct verb forms  Venn diagram
 Writing news (ECA- GA –III- a-17)  News broadcast
broadcasts A1. Activating ones Summative
 The final /s/ and /z/ schema in reading
sounds (EN9-Ia-16)  Unit test
 Performance task
 CORE
UNDERSTANDINGS
TOPICS COMPETENCIES ASSESSMENTS ACTIVITIES VALUES INTEGRATION
AND CORE
QUESTIONS

 The present tense of Students will understand F1. Writing a news G1. A. Recalling lesson  Responsibility
the verb that: broadcast ( EN8WC-IVf- in previous on Philippine reporting events
7/EN8WC-IVe-3.4) literature  Demonstrating
Lesson 1 “ Philippine 1. Accusing without objectivity, fairness,
Pearl of the Orient Seas” proof can cause G2. Distinguishing G1. B. Reading “ and tact in reporting
others to be in between the final sounds introduction to Philippine
Worktext pages 252-270
trouble. It is unfair / s/ and /z/ (EN8OL-Ia- literature”
and can lead to 3.11)
G1. C. Answering
disastrous
H2. Using verbs in the questions about the
consequences, like
present tense (ECAS8 selection
Resources imprisonment and
GA-III-a-18)
death among others. G1. D. Reading the
 Worktext 2. Jokes are meant to words with correct
 Learning Guide entertain. They syllable stress
 Radio broadcast should not cause
 TV broadcast panic, pain, and H1. A. Supplying the
unhappiness or correct form of the verb
sadness to people H1. B. Replacing
3. Elders have had more infinitives with other verb
experiences, and forms
from these, they
learned what is right H1. C. Completing
from wrong, smart sentences with the
from foolish. Hence, correct form of verb be
they have acquired A1. A. Activating ones
more wisdom. schema when reading “
Two Filipino Traits”
 CORE
UNDERSTANDINGS
TOPICS COMPETENCIES ASSESSMENTS ACTIVITIES VALUES INTEGRATION
AND CORE
QUESTIONS
4. The less fortunate F1. A. Listening to and
deserve to have a analysing a news
better life to preserve broadcast on the radio
their dignity, and
F1. B. watching and
those who have more
analysing a news
should help them.
broadcast
Students will keep
F1. C. Comparing and
considering the following
contrasting radio and
questions:
television broadcast
1. Why must we not using a Venn diagram
accuse without
F1. D. Working in groups
enough proof?
and producing a news
2. Why should jokes not
broadcast
be used to cause
panic in others? G2. A. Reading words
3. Why do elders have with ending sounds /s/s
more wisdom than and /z/
young people?
4. Why are the fortunate G2. B. Completing
members of society sentences with the s –
responsible for form of the verb
uplifting the lives of H2. A. Reading “
those who have less? Superstitions among the
Ifugaos”
 CORE
UNDERSTANDINGS
TOPICS COMPETENCIES ASSESSMENTS ACTIVITIES VALUES INTEGRATION
AND CORE
QUESTIONS
H2. B. Formulating ten
beliefs prevalent among
the Ifugaos using verbs
in the present tense with
plural subjects
H2. C. Answering
questions using the
simple present tense and
adding adverbials to
denote habitual action
H2. D. Changing
statements into yes-no
questions
H2. E. supplying the
simple Present or
present Progressive
Form of the verb to
complete sentences.
 CORE
UNDERSTANDINGS
TOPICS COMPETENCIES ASSESSMENTS ACTIVITIES VALUES INTEGRATION
AND CORE
QUESTIONS
11 Days G1. Pronouncing the Formative G1. A. Working in pairs Valuing fairness and
ending sounds /t/, /Əd/, and reading “ truthfulness
 The ending /t/, /Əd/,  Group activities
/id/, and /d/ (EN8OL-Ia- Magindanao Pearls”
or /id/, and /d/ 3.11)  Oral and written
 The past and future exercise G1. B. Answering
tense of verb questions about the
selection
H1. Using verbs in the
past tense (ECAS8 GA- G1. C. Vocabulary
III-b-19) building through context
clues
Summative
Lesson 2 “Appreciating
G1. D. Pronouncing
Philippines literature “ H2. Using in the future  Unit test words with ending
tense (ECAS8 GA-III-b-  Performance task
Worktext pages 271-292 sounds /t/, /Əd/, /id/, and
20)
/d/
H1. A. giving the past
form of verbs
H1. B. Changing
statement to yes-no
questions and giving
Resources brief and long affirmative
 Workingtext and negative responses
 Learning Guide H1. C. Rewriting
sentences using the
emphatic form of the
verb
 CORE
UNDERSTANDINGS
TOPICS COMPETENCIES ASSESSMENTS ACTIVITIES VALUES INTEGRATION
AND CORE
QUESTIONS
H2. A. Adding two
sequences sentences
that are closely related to
each other using verbs in
the future tense and the
future progressive tense
H2. B. Completing
sentences using verb +
going to + verb form
H2. C. Reading “ To my
native Land”
H2. D. Working groups
and answering questions
about the selection
 CORE
UNDERSTANDINGS
TOPICS COMPETENCIES ASSESSMENTS ACTIVITIES VALUES INTEGRATION
AND CORE
QUESTIONS
10 Days G1. Pronouncing foreign Formative G1. A. Reading the Knowing when to make
words correctly (ECAS8 literature of Island jokes
 Pronouncing foreign  Oral and written
OL-III-c-21) Southeast Asia
words exercise
 Verb phrases G1. B. Answering
 Verb in the present questions about the
perfect tense and selection
present perfect G2. Reading verb
G1. C. Pronouncing
progressive tense phrases correctly
foreign Words taken from
(ECAS8 OL-III-c- 22) Summative the selection
 Unit test G2. A. Reading “Guno
 Performance task and Kuyo”
Lesson 3 “ The Literature
of Island Southeast asia,” H1. Using verbs in the G2. B. Differentiating
present and the present phrases
Worktext pages 293-307 perfect progressive
G2. C. Reading verb
tenses (ECAS8 GA-III-c-
Phrases
23)
H1. A. writing sentences
using the present perfect
form of the verb
Resources
H1. B. Using already or
 Workingtext just to answer questions
 Learning Guide in the affirmative
H1. C. Using I yet to
answer questions in the
negative
 CORE
UNDERSTANDINGS
TOPICS COMPETENCIES ASSESSMENTS ACTIVITIES VALUES INTEGRATION
AND CORE
QUESTIONS
19 days H1. Using common Formative H1. A. Reading the  Being generous
expressions in sentences literature of Mainland
 Using common  Group activities  Respecting the
correctly (ECAS8 GA-III- Southeast Asia
expressions in d-24)  Oral and written wisdom of elders
sentences exercise
 The /a/ and /e/
H1.B. Answering
sounds
G1. Distinguishing questions about the  Helping less fortunate
 The past perfect and between the /a/ and /e/ selection people
the past perfect sounds (EN8OL-Ia-3.11)
progressive tenses  Treating other people
 The future perfect Summative fairly
H1. C. Working in groups
tense H2a. Using the past  Unit test and the reading ‘The
Lesson 4 “ The Literature perfect and the past  Performance task Gold Harvest”
of Mainland Southeast perfect progressive
Asia” tenses (ECAS8 GA-III-d-
25.1) H1. D. Completing
Worktext pages 308-329 sentences with correct
expressions
H2b. Using the future
perfect tense (ECAS8
Resources GA-III-d-25.2)

 Workingtext
 Learning Guide
 CORE
UNDERSTANDINGS
TOPICS COMPETENCIES ASSESSMENTS ACTIVITIES VALUES INTEGRATION
AND CORE
QUESTIONS
G1. A. Reading “The
Literature of Myanmar’
and “Rice Pounding
Songs”
G1. B. Vocabulary
building through context
clues
G1. C. Reading words
with the /a/ and /e/
sounds
G1. D. Reading “ On the
Three Evils”
G1. E. Using vocabulary
words in sentences
H2. Answering exercises
on past perfect, past
perfect progressive, and
future perfect tenses of
verbs