Course Learning Plan

Subject: Language (4 Macro Skills)

Description: The teaching of world languages has been marginalized within the western educational system at both the K-12 and
postsecondary levels. However, the Philippines standardized its languages into two officially named Filipino, is the national language
of the Philippines, and is one of two official languages alongside English. This is for the reason that Philippine languages have been
influenced by many other languages (The Editors of Encyclopaedia Britannica, 2017).
An interactive module is most appropriate for the needs of the 21st century learners. Proficiency Guidelines and Standards
for Foreign Language Learning must be established but up to date the curriculum is still in the process of revisions. The Association
of American Colleges and Universities (ACTFL, 2007) standards identify the following five content areas for foreign language study,
called “the five Cs”: Communication, Cultures, Connections, Comparisons, and Communities. Thus, world language instruction that is
focused on communication skills also directly relates to the development of students’ written and oral communication skills, one of
the “Intellectual and Practical Skills” included among the K-12 Basic Education Curriculum Essential Learning Outcomes. Another is
“Personal and Social Responsibility,” which calls for the development of intercultural knowledge and competence. “Intellectual and
Practical Skills” must also be developed as suggested by American Psychological Association (Maddux and Galinsky, 2009). Students
who participate in study abroad demonstrate remarkably strong performances on tests of creative thinking which will be in line with
the goal of globalizing our national educational standards.

“Connection” must also be learned by students’ to refer to the use of the target language “to reinforce and further their knowledge
of other disciplines.” Students should “acquire information and recognize the distinctive viewpoints available [only] through the
foreign language and its cultures” (Rifkin, 2012). The category of “Comparisons” provides students with opportunities to learn about
the nature of language itself by comparing their native or base language with the target language, and by comparing their own
culture with the cultures where the target language is spoken. In the “Communities” category, students are required to use the
target language not only in educational settings, but also beyond them. The current curriculum focuses on a holistic approach in
developing the basic learning competencies in English of the K-12 Basic Education Curriculum. Every lesson per quarter is presented
in spiral progression to achieve proficiency in the seven domains of learning divided into five sub-strands: listening, speaking,
reading, writing and viewing. The reading texts and activities are carefully chosen to tailor fit the interests of the students and to
instill in them sense of diversity, sensitivity and multiculturalism (K to 12 Curriculum Guide in English, 2016). The implementation of
this curriculum is a struggle. It will be most appropriate if it will be adjusted depending on the diagnostic test of teachers since they
are the frontlines in the implementation of the curriculum.
Needs of the Learners:
Learners today are called Generation Z, they are born after the year 1994 until 2004. Generation Z is the first generation to
be born with complete technology. PCs, mobile phones, gaming devices, MP4 players and the Internet already exist when they were
born. These students cannot imagine life without technology. They are known as Digital natives who are extremely comfortable in
using technology. Although they are born in the period of technology, we cannot generalize that all of them know how to email, text
and use computers without any problems. But this generation can easily understand and master advancement in technology.
On the other hand, it has a negative effect to always rely on the use of technology. They avoid being physical and rather stay
in their houses and use electronic devices rather than play outdoors. Such kind of living condition can lead to health problems later
on. They perceived that social media platforms are a way to communicate with the outside world. Children tend to overshare not
bothered about privacy and are willing to share intimate details even with complete strangers. This is a threat to a child’s security
that parents must know. Parental guidance is advised for children who use gadgets at an early age. Sometimes they are confused of
what true friendship is because of having so many virtual friends. They have a different way of bonding with friends, for them
hanging out with friends mean talking to them over the cell phones, emails and text messages.
At the same time, this generation is considered to be creative and collaborative and will have a significant impact on the way
companies work when they join the workforce. This people are experts in multitasking, they can text, read, watch, talk and even eat
simultaneously. The effects of these are visible like reduced attention span leading to what psychologists call acquired attention
deficit disorder. They are having difficulty analyzing complex data and information as they cannot focus for very long time.
Although we are still trying to dig deep to the Gen Z’s, we know a lot of the environment they grew in. This very diverse
environment will make the next generation even more diverse than ever. They say technology is the future of education but now it is
our present.

Grade Level: Grade 8

Students Outcomes:

Reading Comprehension –RC

It is the crucial link to effective reading which is essential for a rich academic, professional and personal life. Reading fluency
is a very important part of reading comprehension as readers who spend their time decoding words tend to lose the understanding
of what is being read.
Listening Comprehension – LC
Listening comprehension encompasses the multiple processes involved in understanding and making sense of spoken
language. These include recognizing speech sounds, understanding the meaning of individual words, and/or understanding the
syntax of sentences in which they are presented.
Viewing Comprehension – VC
Viewing Comprehension refers to the ability of the participants to perceive meaning from visual presentations with levels
literal, reorganizational, inferential, evaluation and appreciation comprehension.
Vocabulary Development – V
Vocabulary development is the process of acquiring new words. The size of a child's vocabulary between preschool and first
grade is often a strong indicator of their reading comprehension in later grades. That's why it's so important to focus on building
vocabulary skills throughout reading instruction.
Literature – LT
Literature holds a prominent role in students “personal development since the reader becomes attached with literary texts .
It is asserted that learning language through literature facilitates the language processes.
Writing and Composition – WC
Writing, composition refers to the way a writer structures a piece of writing. The four modes of composition, which were
codified in the late 19th century, are description, narration, exposition, and argumentation. Good writing can include elements of
multiple modes of composition.
Oral Language and Fluency – F
Oral Language Fluency is one's ability to clearly communicate their thoughts or feelings in a way that can be understood by a
listener. Oral Language Fluency is one's ability to clearly communicate their thoughts or feelings in a way that can be understood by
a listener.
Grammar Awareness – G
Grammatical awareness has been defined as the ability of a child to reflect on the grammatical structure of sentences
(Tunmer & Grieve, 1984). Correct production generally comes from a tacit knowledge of grammar in a manner that does not
necessitate reflection.
 The Framework
COURSE APPROACH

ASYNCHRO BLENDED SYNCHRON

NOUS OUS
Assessment
ENHANCED
Assessment
FACE TO Tasks Communic Tools
ation
competency competency

ONLINE
Communiti Cultures
es
MOOC
competency competency

ICT Tools Interaction

Compariso Connection
ns s

VIRTUAL
CLASSROO

MASSIVE OPEN ONLINE COURSE

LEARNING
OUTCOMES
Reading
Comprehensio
n -RC
Listening
Comprehensio
n – LC
Viewing
Comprehensio
 The ultimate goal of the Massive Open Online Course (MOOC) framework is to produce graduates who apply the language conventions,
principles, strategies and skills in “the five Cs”: Communication, Cultures, Connections, Comparisons, and Communities with specific learniNg
outcomes in Reading Comprehension (RC), Listening Comprehension (LC), Viewing Comprehension (VC), Vocabulary Development (V), Literature
(LT), Writing and Composition (WC), Oral Language and Fluency (F) and Grammar Awareness (G).

Course Outcomes:

Learning Topic References & Equipment Methods/ Strategies Assessment/ Evaluation Indicative
Competencies Note: All files are intact in Hours
the following platforms:
(Macro skill + Google drive
interdisciplinary Google meet
ties) Google Classroom
Reading Reading Think Literacy: Cross- Utilize coping reading Model (using a "think aloud") how 1 hour/3
to make connections between
Comprehensio Strategies Curricular Approaches, strategies to process days
prior knowledge and what the
n -RC Grades 7-12 information in a text text is saying.
. Have students suggest possible
http://www.edu.gov.on.ca Sometimes a complicated ways to check the accuracy and
/eng/studentsuccess/think idea or concept can be reliability of the information
communicated more presented.
literacy/files/Reading.pdf . Review the process that
easily through a chart,
graph, diagram or students used for reading
illustration. Many graphical texts, including
informational texts include strategies for
before, during and after reading.
graphics to supplement
See Student Resource, Tips for
the main Reading Graphical Texts.
ideas and provide clues
to the important concepts
in the text. Some of the
features of graphical
texts include:
- print features (such as
typeface and size of type,
bullets, titles, headings,
subheading, italics,
labels, and captions).
- organizational features
(such as tables of
contents, legends, keys,
pronunciation guides,
labels and captions).
- design features (such as
colour, shape, line,
placement, balance, and
focal point). Design
features can also include
images.
- organizational patterns
(such as sequential,
categorical, and
explanatory).
. Each graphical text uses
these elements and
features in different ways
to effectively present
information in a
condensed format. For
example, a chart or table
may illustrate key
information
and show how pieces of
information relate to each
other. A table uses
columns and rows to
organize the information
and may include a title
that describes the main
idea or subject, and a
caption to explain the
 purpose of the table. The
information in a table can
be read horizontally and
vertically. An example of
a common table format is
a calendar that uses
columns to show the days
of the week, and rows to
show the dates. Tables
are often used in
Mathematics, Science
and
Geography to help the
reader quickly grasp key
information (such as
number patterns, pollution
indexes, or city
populations).
. Many of the strategies
for reading informational
and literary texts can also
be used effectively to
read graphical texts.
. See Student Resource,
Tips for Reading
Graphical Texts. Focus
on one or two tips at a
time to help students
before, during and after
the assigned reading.
Add tips as needed to
guide
the students as they read.
Listening Volume, http://www.teachingenglis Determine how volume, Let’s find out how much you 1 hour/3
Comprehensio Projection, h projection, pitch, stress, know about this quarter. days
n – LC Pitch, .org.uk/knowledge- intonation, juncture, and Choose the letter that you
Stress, database/prosodic- speech rate serve as think best answers the
Intonation, features carriers of meaning question. Remember to
Juncture, answer all items. Write the
and Speech answers in your notebook.
Rate After taking this short test,
your answers will be checked
to find out your score. Take
note of the items that you
won’t be able to correctly
answer and look for the right
answer as you go through this
module.
1. Stress in the right
syllable helps to show contrast
and emphasis in meaning. If
the word permit has stress on
the last syllable as in permit’.
What does it mean?
a. a notice
b. to give consent
c. to request
d. a written
grant/authority

2. Your teacher asked you

to recite an excerpt of the
speech of the Prime Minister
of Japan in your literature class
as part of your “Team Asia”
activity. Your teacher is
expecting you to:
 a. copy the full text of the
speech
b. interpret the speech
c. make an outline of the
speech
d. make the speech short
including only the key points

3. When reading
researches, you may have
noticed website reference at
the end of a topic or article as
in this example:
Prosodic features are features
that appear when you put
sounds together in connected
speech. It is as important for
you to learn the prosodic
features as successful
communication depends as
much on intonation, stress and
rhythm as on the correct
pronunciation of sounds.
Viewing Issue and Yee, K. (2019). Creative Determine the issue and Show students an image with 1 hour/3
Comprehensio Stand Commons. NC-SA. stand presented in the no explanation, and ask them days
n – VC https://www.usf.edu material viewed to identify/explain it, and
/atle/documents/ justify their answers. Or ask
handout-interactive- students to write about it
techniques.pdf using terms from lecture, or to
name the processes and
concepts shown. Also works
 well as group
activity. Do not give the
“answer” until they have
explored all options first.
Vocabulary Idiomatic https://www.ereadingwork Determine the meaning Determine the meaning of the 1 hour/3
Development – Expressions sheets.com/figurative- of idiomatic expressions bolded expression days
V language/idiom- by noting context clues Idiom test will help you
worksheets/ and collocations evaluate how well your
students can determine the
meaning of idioms based on
context. 15 multiple choice
questions.
Literature – LT Figurative Teachers Pay Teachers by 1. Figurative Language An interactive student tracking 1 hour/3
language Paul Edelman Digital Task Cards sheet for students to record days
featuring the the activities they have
following devices in completed and teachers have
two volumes: graded with the use of analytic
 Similes rubrics.
 Metaphors
 Alliteration
 Hyperbole
 Personification
 Idioms
 Onomatopoeia
 Synonym
 Antonym

2. Full instructions on
how to use this Google
Slides resource, and how
to share it with students.
3. Tips for using Google
Slides for teachers AND
students.

4. Answer guides
provided (as Google
Slides)

5. An editable slide so you

can create your own
Figurative Language
Digital Activity Task
Cards.

6. An interactive student
tracking sheet for
students to record the
activities they have
completed.

7. A BONUS guide
explaining how to use
these Google Slides
within the top
educational apps
including:
 Microsoft One Drive
 Schoology
 Notability
 Edmodo
  Canvas
 Evernote
 Seesaw
Writing and Organize Learning Module Present ideas using a Compare your answers with 1 hour/3
Composition – your in variety of graphic those of your partner by days
WC Thoughts English 8 organizers exchanging each others work.

(Based on K-12 Curriculum THE THOUGHTS THAT I

Guide) KNOW ARE…

In this activity, your quest

for knowledge on the
values and traditions of
the Asians and Africans
will be geared up. Here,
you will be asked to
provide your thoughts
about them. Your
thoughts will be based on
what you know and what
you see in the video clip
that will be viewed.

Question – What do you

know about the people of
Asia and Africa?

Directions:
1. Find a partner.
2. Discuss with
him/her your views on
 the video clip you have
just watched. Your
teacher will give the
guidelines.
3. Complete the ‘My
Initial Thoughts Are’
sheet below.
4. Compare your
answers with those of
your partner by
exchanging each others
work.
Oral Language Prosodic Learning Module Deliver a self-composed Can you read the following 1 hour/3
and Fluency – F Features of in entertainment speech without fear or hesitation? By days
Speech English 8 using all the needed the way, you will meet these
speech conventions words in the selections that
(Based on K-12 Curriculum follow.
Guide) Many times the messages 1. village
you want to convey are 2. remember
not clearly received or 3. international
understood because of 4. unbearable
the manner you say 5. surprising
them, especially so when
conversations are carried
out in monologues. In this
activity, your quest for
knowledge on prosodic
features of speech also
known as
suprasegmentals - stress,
intonation and pauses
 among others, will help
you get through this
difficulty.
Grammar Cohesive https://englishpost.org/typ Use appropriate cohesive Use Cohesive devices in 1 hour/3
Awareness - G Devices es-cohesive-devices/ devices in composing an writing informative speech to days
informative speech establish connection between
ideas and concepts
Reading Skimming https://www.teach- Skim to determine key Student will be able to skim an 1 hour/3
Comprehensio nology.com/teachers/lesso ideas article and pick out answers to days
n -RC n_plans/language_arts/rea questions asked by the
ding/68skim.html teacher.

One newspaper
Listening Prosodic Nelda, F. et al.(2015). Listen for important Listen to an Oral Report and 1 hour/3
Comprehensio Features Essential English. ISBN 978- points signaled by answer the questions in days
n – LC 971-23-7047-2 volume, projection, pitch, Activity about observing
stress, intonation, volume, projection, pitch,
juncture, and rate of stress, intonation, juncture,
speech and rate of speech

Viewing Predicting https://eec421readingstrat Predict the gist of the Predication making as well as 1 hour/3
Comprehensio egies.weebly.com/making- material viewed based on justification for their thinking days
n – VC predictions--guided- the title, pictures, and through the use of a "my
reading.html excerpts clues" column, as well as using
students prior knowledge in
Worksheet the "I think" column.
Vocabulary Coping Learning Module Develop strategies for Read the excerpt and see how 1 hour/3
Development – With in coping with unknown many different context clues days
V Unknown English 8 words and ambiguous the writer provides for the
Words sentence structure and different
 (Based on K-12 Curriculum discourse. concepts and terms related to
Guide) electricity and electric circuits.
https://www.aclweb.org/an Write your annotations on the
thology/J93-2006.pdf left-hand
side of the excerpt. After
reading, try to make a quick
sketch of an electrical circuit.
Literature – LT Understand Learning Module Discover literature as a Analyze customs and 1 hour/3
ing Human in means of understanding traditions in a literature and days
Being English 8 the human being and the relate it to reality.
forces he/she has to
(Based on K-12 Curriculum contend with
Guide)
Writing and Filling-up a Learning Module Accomplish forms and Students will fill-up different 1 hour/3
Composition – Form in prepare notices. forms such as Bio Data, days
WC English 8 Deposit slip and etc.

(Based on K-12 Curriculum

Guide)
Oral Language Language Learning Module Use appropriate registers Analyze a video of different 1 hour/3
and Fluency – F Register in to suit the intended register and describe how they days
English 8 audience, and variation in differ in terms of audience,
intonation and stress for and variation in intonation and
(Based on K-12 Curriculum emphasis and contrast. stress for emphasis and
Guide) contrast
Grammar Adjectives Learning Module Use varied adjective Students’ task now is to 1 hour/3
Awareness - G And Types in complementation choose at least 10 adjectives days
Of English 8 from the selections just read
Adjectives Encircle the correct and use them in sentences.
(Based on K-12 Curriculum picture that matches the Students will write these
Guide) given descriptive word in sentences on a piece of paper
 each item below. requested by the teacher.
However, before students’
proceed, students’ have to
deepen their understanding of
the types of sentences
according to structure
*Attachment- 1 sample material and 1 sample assessment
Hand-out Video Clip
Lecture
Hand-out Assessment
Lecture

https://www.helpteaching.com/questions/Context_Clues/Grade_8
References:
Cummins, J. 1991. The acquisition of english as a second language in spangenberg-urbschat. K and Pritchard, R. (eds.) Reading
Instruction for ESL Students Delaware: International
English Curriculum Framework. (1998). Australia
Modern Language Association Ad Hoc Committee on Foreign Languages. (2007). Foreign Languages and Higher Education: New
Structures for a Changed World. New York: Modern Language Association.
National Standards for Foreign Language Education Project. (2006). Standards for Foreign Language Learning in the 21st Century.
3rd ed. Lawrence, KS: Allen Press.
Rifkin, B. 2000. Video in the proficiency-based advanced conversation class: an example from the russian curriculum. Foreign
Language Annals 33 (1): 63–71.