curriculum guide (grade 8 - april 2013)

7/28/2019 Curriculum Guide (GRADE 8 - April 2013)

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K TO 12 CURRICULUM GUIDE IN ENGLISH

GRADE 8

PROGRAM STANDARD: The learner demonstrates communicative competence (and multiliteracies) through his/ her understanding of

literature and other texts types for a deeper appreciation of Philippine Culture and those of other countries.GRADE LEVEL STANDARD: The learner demonstrates communicative competence (and multiliteracies) through his/ her understanding of Afro- Asian Literature and other texts types for a deeper appreciation of Afro-Asian Culture and those of other countries.

DOMAINS OFLITERACY

CONTENT STANDARD PERFORMANCESTANDARD

LEARNING COMPETENCIES

ListeningComprehension

Quarter 1The learner demonstratesunderstanding of the prosodicfeatures and non-verbal cuesthat serve as carriers of

meaning when listening toinformative texts and longer narratives to note significantdetails.

Quarter 1The learner accuratelyproduces a schematicdiagram to note andgive an account of the

important details inlong narratives or descriptions listenedto.

Quarter 1

• Recognize prosodic features: stress, intonation and

pauses serving as carriers of meaning that may aid or interfere in the delivery of the message in stories andinformative texts

• Note prosodic features (stress, intonation, pauses) and

rate of speech as carriers of meaning

• Recognize changes in meaning signaled by stress,

intonation and pauses

• Listen to points the speaker emphasizes as signaled by

contrastive sentence stress determine how stress,intonation, phrasing, pacing, tone and non-verbal cues

serve as carriers of meaning that may aid or interfere inthe message of the text listened to

Quarter 2The learner demonstratesunderstanding on howemploying projective listeningstrategies to descriptive andlonger narrative audio texts,

Quarter 2The learner creates anaudio – videopresentation highlighting the coremessage of a text

Quarter 2

• Employ appropriate listening skills when listening to

descriptive and long narrative texts(e. g. making predictions, noting the dramatic effect of

sudden twists, etc.)

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helps him/her to validateinformation, opinion, or assumption to participate wellin specific communicativecontext .

The learner demonstratesunderstanding of adjustinglistening strategies (marginal,selective, attentive, critical) inrelation to the main purposeof listening, one’s familiaritywith the topic and difficulty of the text describing a processand narrating longer storiesto suit the listening text and

task.•

listened to. • Employ projective listening strategies with longer

stories

• Listen to determine conflicting information aired over

the radio and television

• Listen for clues to determine pictorial representations

of what is talked about in a listening text

Quarter 3The learner demonstratesunderstanding in validatinginformation, opinions, or assumptions made by aspeaker to arrive at sounddecisions on critical issues.

Quarter 3The learner proficientlywrites an editorialarticle concerning anissue raised by thespeaker in a textlistened to.

Quarter 3

• Determine the persons being addressed in an informative

talk, the objective/s of the speaker and his/her attitude on theissues

Use attentive listening strategies with informativetexts

• Note clues and links to show the speaker’s stand and

assumptions

• Listen for clues and links to show the speaker’s train

of thoughts

Determine the stand of the speaker on a givenissue

Listen to get the different sides of social, moral,

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and economic issues affecting a community

Quarter 4The learner

demonstrates understanding

of how the orchestration of harmony, unison, rhythm andthe structure of narrativesand other text types enablehim or her to appreciate their richness.

Quarter 4The learner creativelyrenders a choric

interpretation of a textlistened to

•

Quarter 4

• Process speech delivered at different rates by making

inferences from what was listened to

• Use syntactic and lexical clues to supply items not

listened to

• Anticipate what is to follow in a text listened to

considering the function/s of the statements made

• Express appreciation for texts orally interpreted noting

harmony, unison, and rhythm.

Listen to appreciate the tune and the narrativestructure of ballads

• Listen to appreciate harmony, unison, and rhythm in

choric interpretations.

Oral Languageand Fluency

Quarter 1

• The learner

demonstratesunderstanding of how tospeak in clear, correct

English appropriate for acertain situation, purposeand audience.

Quarter 1

• The learner

actively participatesin a conversationaldialogue about

school/environmentalissues or any currentsocial concerns.

Quarter 1

• Use appropriate registers to suit the intended audience,

and variation in intonation and stress for emphasis andcontrast

o Express feelings and attitudes by utilizingcontrastive stress and variations of tone and tempo

o Use stress, intonation, and juncture to signal

changes in meaning

Quarter 2 Quarter 2 Quarter 2

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• The learner

demonstratesunderstanding of the variousmeans on how figurativeand academic language canbe used in variouscommunication settings.

• The learner

joins actively in apanel discussion on a current issue or concern.

• Ask for and give information, and express needs,

opinions, feelings, and attitudes explicitly and implicitlyin an informative talk

• Formulate responses to questions noting the types of

questions raised (yes-no, wh-questions, alternative,modals, embedded)

• Make inquiries

• Give information obtained from mass media:

newspapers, radio, television

• Highlight important points in an informative talk using

multi-media resources

Quarter 3The learner demonstratesunderstanding of using turn-taking strategies in extendedconversations to effectivelyconvey information.

Quarter 3The learner proficientlyconducts a formal,structured interview of a specific subject.

•

Quarter 3• Use appropriate turn-taking strategies (topic nomination,

topic development, topic shift, turn-getting, etc.) inextended conversations

Interview persons to get opinions about certainissues

Respond orally to ideas and needs expressed inface-to-face interviews in accordance with the intendedmeaning of the speaker

Use communication strategies (e.g. paraphrase,translations, and circumlocution) to repair breakdown incommunication

•

Quarter 4

The learner demonstrates

Quarter 4

The learner

Quarter 4

• Arrive at a consensus on community issues by assessing

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understanding of speechfunctions and forms asindicators of meaning.

competently deliversan informativespeech using multi-media resources tohighlight important

points.

statements made

React to information obtained from talks

• Interview persons to get their opinions about social

issues affecting the community

Agree/Disagree with statements, observations andresponses made when issues affecting the community

Infer the function/s of utterances and respondaccordingly taking into account the context of thesituation and the tone used

•

VocabularyEnhancement

(Subsumed in alldomains)

Quarter 1• The learner

demonstratesunderstanding of thestrategies for coping withthe unknown words andambiguous sentencestructures and discourse toarrive at meaning.


creatively produces an e-portfolio of vocabulary illustratingthe use of variedstrategies.

Quarter 1• Develop strategies for coping with unknown words

and ambiguous sentence structures and discourse

o Differentiate between shades of meaning by

arranging words in a cline o Guess the meaning of idiomatic expressions by

noting keywords in expressions, context clues,collocations, clusters, etc.

o Arrive at the meaning of structurally complex and

ambiguous sentences by deleting expansions to come upwith kernel sentences

Quarter 2

• The learner

Quarter 2The learner creatively

Quarter 2

• Develop strategies for coping with unknown

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demonstratesunderstanding of thestrategies for coping withthe unknown words andambiguous sentence

structures and discourse toarrive at meaning.

prepares acomparative log of academic andfigurative language reflected in documents

with the same themes.

words and ambiguous sentence structures and discourse

o Identify the derivation of words

o Define words from context and through word analysis

(prefix, roots, suffixes)

o Use collocations of difficult words as aids in unlocking

vocabulary

o Arrive at the meaning of structurally complex and

ambiguous sentences by separating kernel sentences frommodification structures and expansions

Quarter 3

• The learner

demonstratesunderstanding of thestrategies for coping withthe unknown words andambiguous sentencestructures and discourse toarrive at meaning.

Quarter 3The learner creativelyproduces a frequencyword list.

Quarter 3

• Develop strategies for coping with unknown words

and ambiguous sentence structures and discourseo Identify the derivation of words

oDefine words from context and through word analysis

(prefix, roots, suffixes

oUse collocations of difficult words as aids in

unlocking vocabulary

• Arrive at the meaning of structurally complex and

ambiguous sentences by separating kernelsentences from modification structures andexpansions.

Quarter 4

• The learner

demonstrates

Quarter 4The learner proficientlyproduces a glossary

Quarter 4

• Develop strategies for coping with unknown words and

ambiguous sentence structures and discourse

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understanding of thestrategies for coping withthe unknown words andambiguous sentencestructures and discourse to

arrive at meaning.

of words related tospecific disciplines. o Identify the derivation of words

o Define words from context and through word analysis

(prefix, roots, suffixes)

o Use collocations of difficult words as aids in unlocking

vocabulary

• Arrive at the meaning of structurally complex and

ambiguous sentences by separating kernel sentencesfrom modification structures and expansions

Reading andComprehension

Quarter 1

• The learner

demonstrates understandingof the different readingstyles to suit the text andone’s purpose for reading.

Quarter 1The learner produces a

Reading Log showingvarious entries like thechoice of readingmaterials, the type of reading employed, etc.

Quarter 1

• Adjust reading speed based on one’s purpose for reading

and the type of materials read

• Use different reading styles to suit the text and one’s

purpose for reading

• Scan rapidly for sequence signals or connectors as

basis for determining the rhetorical organization of texts

• Skim to determine the author’s key ideas and

purpose by answering questions raised after surveying the text

• Read closely to select appropriate details from a

selection for specific purposes

Quarter 2

• The learner

demonstratesunderstanding of textual

Quarter 2The learner proficientlyuses advancedorganizers/illustrations showing

Quarter 2

• Evaluate content, elements, features, and properties of a

reading or viewing selection using a set of criteria developed inconsultation (with peers and the teacher)

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relationships using non-linear forms and graphicsto obtain information fromlinear and non-linear texts.

textual relationships.

• Explain visual-verbal relationships illustrated in tables,

graphs, information maps commonly used in content area texts

Transcode information from linear to non-linear texts and vice-versa

Explain illustrations from linear to non-linear textsand vice versa

Organize information illustrated in tables, graphsand maps

Quarter 3

•

The learner demonstrates understandingof varied reading approachesto make sense and developappreciation for the differenttext types.

Quarter 3

The learner creativelyproduces a digitalchart of various texttypes with clickablefeatures.

Quarter 3

•

Utilize varied reading strategies to process informationin a text

• Recognize the propaganda strategies used in

advertisements and consider these in formulatinghypotheses

• Distinguish between facts from opinions

• Use expressions that signal opinions (e.g. seems, as I

see it)

• Note the function of statements made as the text unfolds

and use it as a basis for predicting what is to follow

• Express emotional reactions to what was asserted or

expressed in a text

• Employ approaches best suited to a text

Note the functions of statements as they unfold

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and consider the data that might confirm/disconfirmhypothesis

Examine for bias

Determine the validity and adequacy of proof statements to support assertions

React critically to the devices employed by a writer to achieve his/her purpose

Quarter 4

• The learner

demonstrates understandingof how to abstractinformation presented indifferent text types and tonote explicit and implicitsignals used by the writer.

Quarter 4

The learner preparesan abstract of a textread.

Quarter 4

• Utilize knowledge of the differences among text types

(instructional, explanatory, recount, persuasive, informationaland literary) as an aid in processing information in theselection read or viewed

• Assess the content and function of each statement in a

text with a view of determining the information structure of the text

• Abstract information from the different text types by noting

explicit and implicit signals used by the writer

•

Interpret instructions, directions, notices, rules andregulations

• Locate and synthesize essential information found

in any text

Distinguish the statement of facts from beliefs.

Evaluate the accuracy of the information.

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Draw conclusions from the set of details.

Point out relationships between statements.

Distinguish between general and specificstatements.

•

Literature Quarter 1

• The learner

demonstratesunderstanding of thedifferent genres through thetypes contributed by Afro- Asian countries to expressappreciation for Afro-Asianheritage.

Quarter 1The learner creativelyand proficientlyperforms in a choralreading of a chosen Afro-Asian poem.

• Discover literature as a means of understanding the

human being and the forces he/she to contend with

• Discover through literature the symbiotic relationship

between man and his environment and the need of theformer to protect the latter

• Demonstrate a heightened sensitivity to the needs of

others for a better understanding of man

•Discover through literature the links between one’s life

and the lives of people throughout the world

• Highlight the need for a more just and equitable

distribution of resources

Quarter 2

•The learner

demonstratesunderstanding of how

significant humanexperiences are bestcaptured in various literaryforms that inspire humans tobring out the best in them.

Quarter 2The learner creativelycompiles Afro-Asianliterary pieces as

accounts of experiential learning.

Quarter 2

• Show understanding and appreciation for the different

genres with emphasis on types contributed by Asiancountries (i.e. Haiku, Tanka, etc.)

•

• Point out the elements of plays and playlets

• Determine the macro discourse patterns of essays and

the macro discourse signals used to establish meaningrelationships in the essay

• Determine the author’s tone and purpose for writing the

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essay

• Point out how the choice of title, space allotment,

imagery, choice of words, figurative language, etc.contribute to the theme

Explain figurative language used

Express appreciation for sensory images in literaryforms

Show understanding of the text by paraphrasingpassages

Quarter 3

• The learner

demonstratesunderstanding of thedifferent genres to heightenliterary competence.

Quarter 3The learner produces acritical review of articles with the samethemes but differentgenres.

Quarter 3

• Discover Philippine and Afro Asian literature as a means

of expanding experiences and outlook and enhancingworthwhile universal human values

• Express appreciation for worthwhile Asian traditions

and the values they represent

• Assess the Asian identity as presented in Asian

literature and oneself in the light of what makes one an Asian

• Identify oneself with other people through literature

taking note of cultural differences so as to get to the heart

of problems arising from them

Quarter 4

• The learner

demonstratesunderstanding of howliterature mirrors the realitiesof life and depicts human

Quarter 4The learner producesan e-literary folio whichcaptures significanthuman experiences.

Quarter 4

• Point out the role of literature in enabling one to grow in

personhood

• Discriminate between what is worthwhile and what

is not through literature

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aspirations. • Distinguish as positive values humility,

resourcefulness, self-reliance and the ability to look intooneself, and accept one’s strengths and weaknessess

ViewingComprehension


demonstratesunderstanding of thedifferent text types andgenres of programs viewedto effectively deriveinformation and findmeaning in them

Quarter 1The learner producesprogram portfolio thatmonitors his/her progress as a viewer (in terms of interest,preference, andreflections on individualviewing behaviors).

• Organize information extracted from a program viewed

• Compare and contrast basic genres of programs viewed

• Narrate events logically

• Validate mental images of the information conveyed by a

program viewed

• Respond to questions raised in a program viewed

Quarter 2

•The learner

demonstratesunderstanding of thedifferent text types andgenres of programs viewedto effectively deriveinformation and findmeaning in them.

Quarter 2The learner effectivelywrites reactions tomovies viewed. (moviereview)

The learner presents areview of a programviewed.

Quarter 2

• Discern positive and negative messages conveyed by a

program viewed

• React appropriately and provide suggestions based on

an established fact

• Decode the meaning of unfamiliar words using structural

analysis

• Follow task- based directions shown after viewing

• Interpret the big ideas/key concepts implied by the facial

expressions of interlocutors

Quarter 3

• The learner

Quarter 3The learner produces areaction paper to a

Quarter 3

• Analyze the elements that make up reality and fantasy

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demonstratesunderstanding of the variousanalytical and evaluativetechniques employed incritical viewing.

program viewed. from a program viewed

• Compare and contrast one’s own television-viewing

behavior with other viewers’ viewing behavior

• Organize an independent and systematic approach in

critiquing various reading or viewing selection

Quarter 4

• The learner

demonstratesunderstanding of howviewing conventions affectthe way viewers grasp,interpret, and evaluate the

meaning of a programviewed.

Quarter 4The learner puts up amodel televisionproductionincorporating viewingconventions.

Quarter 4

• Recognize the principles of lay outing in viewing a

material

• Explore how colors appeal to viewer’s emotions

• Identify basic camera angles

• Ascertain how balance created by symmetry affects

visual response to a program viewed

• Differentiate between vantage points and viewing

Writing Quarter 1

• The learner

demonstrates understandingof giving valuable personalinformation and informationon social events and issuesby accomplishing differentforms to effectively functionin school and incommunity. .

Quarter 1The learner proficiently prepares abrochure on thedangers of

smoking/drugs andother social issuesand concerns.

The learner writes apersonal narratives.

The learner creates a

Quarter 1

• Accomplish forms and prepare notices

• Write the information asked for in the following forms:

School forms Bank forms

Order slips

Evaluation forms

Survey forms

Bills, telecom, etc.

• Write notices (e.g. posters, slogans, advertisements

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blog on the internetcommenting onsocial/economic issuesand concerns.

that relate to social events

Quarter 2

• The learner demonstrates understandingof the power of languagestructures and forms inshaping people’s reactions,perceptions, points of view,and beliefs in local, nationaland global communities.

Quarter 2

The learner conductsan opinion poll,interprets, andpresents the findingshaving a local-based or national issue asreference.

Quarter 2

• Use non-linear texts and outlines to show relationshipsbetween ideas

Transcode ideas from texts to concept maps

Make a write-up of ideas presented in conceptmaps

Use three-step words, phrasal and sentenceoutlines to organize ideas

• Transcode information from linear to non-linear texts and

vice versa

Employ concept mapping (circle, bubble, linear,etc.) as aids in taking down notes and organizing ideas

Use outlines to sum up ideas taken from texts

Use non-linear text outlines and notes as aids inthe preparation of a research paper


demonstrates understandingof how to have a goodcommand and facility of theEnglish Languagenecessary to producewriting in different genres

Quarter 3The learner producesan e-journal of poetry& prose entries withemphasis on contentand writing style.

Quarter 3• Use specific cohesive and literary devices to construct

integrative literary and expository reviews, critiques, researchreports, and scripts for broadcast communication texts,including screenplays

• Produce different text types and sub-types

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and modes. Expand ideas in well-constructed paragraphsobserving cohesion, coherence and appropriate modes of paragraph development

• Give and respond to feedback on one’s paper in the

revision process

Use grammatical structure and vocabulary neededto effectively emphasize particular points

• Use appropriate modes of paragraph development

to express one’s ideas, needs, feelings andattitudes

• Use a variety of cohesive devices to make the

flow of thoughts from one sentence to another smoothly and effortlessly

• Write short personal narratives to support an

assertion

• Organize information gathered from primary and

secondary sources using a graphic organizer anda simple topic outline

• Do self and peer editing using a set of criteria

• Revise a piece of short personal writing in terms of

content, style, and mechanics collaboratively andindependently.

Quarter 4

•The learner

demonstrates understanding

Quarter 4The learner makes awrite-up of an

Quarter 4

• Organize one’s thoughts and adopt the appropriate

writing style in letters, resumes, critiques, etc. using

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of how to have a goodcommand and facility of theEnglish Language necessaryto produce writing in differentgenres and modes.

interview. appropriate styles (formal and formal)and audience inmind

• Employ interactional functions of language in different

genres and modes of writing (pen-pal letters, letters of

invitation, a “yes” and “no” letters, book reviews,interview write-ups, journal entries, etc.)

• Write reflections on learning experiences in diary and

journal entries

• Write summaries of books read

• Employ varied strategies (condensing, deleting,

combining, embedding) when summarizing materials

read

• Write reactions to books read

• Show respect for intellectual property rights by

acknowledging citations made

• Acknowledge citations by indicating in a bibliography

sources used

• Use writing conventions to indicate acknowledgement

of resources

• Use quotation marks or hanging indentations for direct

quotes

• Use in-text citation

• Arrange bibliographic entries of text cited from books

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and periodicals

•

Grammar Quarter 1

The learner demonstratesunderstanding of well-constructed paragraphsusing appropriate modes of development and languagestructures to express one’sideas, needs, feelings andattitudes

The learner demonstratesunderstanding of how

language is instrumental incommunicating thoughts, andfeelings.

Quarter 1

The learner effectivelywrites a personalnarrative or informativetext.

The learner proficientlywrites a description of a process.

Quarter 1

Uses:o varied adjective complementation

o appropriate idioms, collocations, and fixed expression

o coordinators

o subordinators

o other appropriate devices for emphasis

Formulates:o correct complex and compound-complex sentences

o correct conditional statements

o appropriate parenthetical expressions

o meaningful expanded sentence (following balance,

parallelism, and modification)

•

Quarter 2

• The learner

demonstratesunderstanding of howgrammatically correctsentences ensure aneffective discourse.

• The learner

demonstratesunderstanding of how theknowledge of grammar enables one tosuccessfully deliver information.

Quarter 2The learner composesa meaningful andgrammatically correctcomposition.

The learner writes a

progress/ interim reportof a program or advocacy

Quarter 2Uses:

o varied adjective complementation


o coordinators

o subordinators

other appropriate devices for emphasis

• formulates:

o correct complex and compound-complex sentences


o appropriate parenthetical expression

meaningful expanded sentence (following balance, parallelism,

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and modification)

Quarter 3

• The learner

demonstrates

understanding of howthe use of StandardEnglish conventionsfacilitates interactionand transaction.

Quarter 3

The learner creatively

produces a touristguide brochure

Quarter 3Uses:


o appropriate idioms, collocations, and fixed expressiono coordinators

o subordinators


• formulates:

o correct complex and compound-complex sentences



meaningful expanded sentence (following balance, parallelism,and modification)

Quarter 4

• The learner

demonstrates understandingof the set of structural rulesthat govern variouscommunication situations.

Quarter 4The learner innovatively presentsan Ad promoting agovernment bill or acity ordinance.

Quarter 4Uses:



o coordinators

o subordinators


• formulates :o correct complex and compound-complex sentences



meaningful expanded sentence (following balance, parallelism,and modification)

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Attitude towardslanguage, literacyand literature(Subsumed in alldomains)

Quarter 1

• Ask sensible questions

on his/her initiative

Quarter 2• Express a different

opinion without beingdifficult

Quarter 3

• Give credence to

well-though out ideas

Quarter 4

• Set new goals for

learning on the basis

of self- assessmentmade

Study Strategies(Subsumed inReading,Literature, andWriting)


demonstrates understandingof how to gather data usinglibrary and electronicresources to locateinformation that bring aboutdiversity and/or harmonyamong Afro – Asians through

the study of their traditionsand beliefs.


creatively writes aninteresting CulturalReport.

Quarter 1Gather data using library and electronic resources

consisting of general references: atlas, periodical index,periodicals and internet sources/ other websites to locateinformation

• Use periodical index to locate information in periodicals

• Gather data using the general references: encyclopedia,

dictionary

• Get and assess current information from newspaper and

other print and non-print media


demonstrates understandingof how proper citations of references and materials usedestablish the credibility of a


produces researchappendices followingthe correct citationentries and format

Quarter 2Acknowledge citations by preparing the bibliography of

the various sources used

• Observe correct format in bibliographical entries

• Use writing conventions to indicate acknowledgement of

sources

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report or a research paper.


demonstrates understandingof how information gathering

skills and data collectionstrategies ensure qualityresearch


produces a clip reporton the various sources

of data collected

Quarter 3Derive information from various text types and sources

using the card catalog, vertical file, index, microfiche (microfilm)CD ROM, internet etc.

• Use locational skills to gather and synthesize informationfrom general and first-hand sources of information

• Get vital information from various websites

• Extract accurately the required information from sources

read and viewed to reject irrelevant details


demonstrates understandingof how the employment of study strategies coupled withresearch skills lead to a well-written paper


produces a researchpaper based on school/community problem.

Quarter 4

• Use multi step word and phrasal outlines to organize

ideas

• Engage in systematic conduct of a research by going

through series of processes

•Organize logically information gathered

• Apply the correct treatment of data and the soundness of

research conclusion.

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curriculum guide (grade 8 - april 2013)

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