English CG (Gr 7-8)
-
Upload
cacai-gariando -
Category
Documents
-
view
230 -
download
0
Transcript of English CG (Gr 7-8)
-
7/28/2019 English CG (Gr 7-8)
1/47
K to 12 Curriculum Guide version as of December 2012
ENGLISH 1
Republic of the PhilippinesDepartment of Education
DepEd Complex, Meralco AvenuePasig City
December 2012
K to 12 Curriculum Guide
ENGLISH
(Grades 7 to 8)
-
7/28/2019 English CG (Gr 7-8)
2/47
K to 12 Curriculum Guide version as of December 2012
ENGLISH 2
GRADE 7
PROGRAM STANDARD: The learner demonstrates communicative competence 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 through his/ her understanding of Philippine Literature and
other texts types for a deeper appreciation of Philippine Culture.
DOMAINS OF
LITERACY
CONTENT STANDARDPERFORMANCE
STANDARDLEARNING COMPETENCIES
Listening
Comprehension
Quarter 1
The learnerdemonstratesunderstanding of howstress, intonation,phrasing, pacing, tone
and non-verbal cues
serve as carriers of
meaning that may aid or
interfere in the message
of the text listened to
Quarter 1
The learneraccuratelyproduces a matrixof comparison
using the verbaland non-verbalcues to determinethe meaning of themessages listenedto.
Quarter 1
determine how stress, intonation, phrasing, pacing, toneand non-verbal cues serve as carriers of meaning that may aidor interfere in the message of the text listened to
Recognize differences in voice levels and speechpatterns.
Explain the influence of differences in tone andaccent patterns in understanding a message.
Listen for important points signaled by shifts in stressand intonation.
Determine how pitch, phrasing, and pacing affectunderstanding of a message.
Determine the effect of facial expressions and eyecontact in understanding a message.
-
7/28/2019 English CG (Gr 7-8)
3/47
K to 12 Curriculum Guide version as of December 2012
ENGLISH 3
Determine the effect of posture and bodily gestures inunderstanding a message.
Distinguish between and among the functions of non-verbal cues: repetition, contradiction, substitution,complementation, and accentuation.
Quarter 2
The learnerdemonstratesunderstanding of how touse active listeningstrategies to suit onespurposes, audience,familiarity with the topic
and level of difficulty.
Quarter 2
Thelearnerindependentlyprepares a non-linear/pictorialrepresentation ofthe meaning or
message of ashort text listenedto.
Quarter 2
use active listening strategies based on purposes,familiarity with the topic and level of difficulty of short textslistened to
Note specific elements of the text listened to
Determine the order of significant events/ideas in the textlistened to
Recognize key ideas or turning points in the text listenedto
Note specific words or expressions that signal oremphasize important details in the text listened to
Determine the tone and mood of the speaker or charactersin the narrative listened to
Note familiar and unfamiliar details from the listened to
Formulate assumptions or predictions about the contents ofthe texts
Infer appropriate responses to listening guide questions
Infer the purpose of the listened to vis--vis the authors
-
7/28/2019 English CG (Gr 7-8)
4/47
K to 12 Curriculum Guide version as of December 2012
ENGLISH 4
background
Quarter 3
The learnerdemonstratesunderstanding of the
different listening strategiesemployed to suit onespurposes for listening,audience, familiarity withthe topic and the level ofdifficulty of the simpleinformative text.
Quarter 3
Thelearner clearlyexplains a process
in a simpleinformative textlistened to using aflowchart, treediagram, etc.
Quarter 3
use different listening strategies based on purposes, withthe topic familiarity, and level of difficulty of simple informativetexts and narrating short accounts
Note specific details of the text listened to
Determine the order of ideas or how the ideas are organizedin the text listened to
Recognize main points and supporting ideas in the textlistened to
Note specific words or expressions that signal or emphasize
details of the text listened to
Listen to determine steps in a process in informative texts
Determine the information map suited to different text types,e.g. flowcharts (for narratives, processes, etc.), treediagrams (for classifications and enumerations), and Venndiagram or grid (for comparison)
Identify the persons speaking and addressed, and the standof the speaker based on explicit statements made
Formulate assumptions or predictions about the contents ofthe narrative texts
Quarter 4
The learner
demonstrates understanding
of the varied communication
Quarter 4
The learnerperforms anenhancedrendition of a
Quarter 4
listen to appreciate communication roles, expectations andintentions in specific communicative contexts or situations
-
7/28/2019 English CG (Gr 7-8)
5/47
K to 12 Curriculum Guide version as of December 2012
ENGLISH 5
roles, expectations and
intentions in specific
communicative contexts or
situation for appreciation.
listening text Note the roles and expectations of each speaker in intimateand consultative situations.
Note the roles and expectations of each speaker in casual,conversational, or informal situations.
Note the roles and expectations of each speaker in formalsituations.
Determine the intentions of speakers by focusing on theirunique verbal and non-verbal cues and quality ofparticipation.
Predict the outcomes of a verbal exchange listened to andtheir possible effects on the speakers and their relationships.
Express appreciation for entertaining texts (anecdotes,jokes, fables, myths, tales) by recognizing the punch lines
Oral Language
and Fluency
Quarter 1
The learnerdemonstrates understandingof the use of stress,intonation, phrasing, andpacing in reading shortwritten passages aloud andengaging in interpersonalcommunication to meet theneeds of an oralcommunication situation.
Quarter 1
Thelearnercomprehensivelypresents astructuredconversationobserving correctprosodic patterns.
Quarter 1
use the right stress, intonation, phrasing, and pacingwhen reading short written passages aloud and engaging ininterpersonal communication
Use appropriate volume and enunciation that meet theneeds of an oral communication situation.
Observe correct pronunciation of critical vowel andconsonant sounds.
Observe the right syllable stress pattern in three categories:two-syllable word stress, compound noun stress, and wordswith stress derived from suffixes.
Observe the right sentence stress using the Rhythm Ruleguidelines for both stressed and unstressed words.
-
7/28/2019 English CG (Gr 7-8)
6/47
K to 12 Curriculum Guide version as of December 2012
ENGLISH 6
Distinguish between and among the rising-falling intonation,rising intonation, and non-final intonation patterns.
Observe the right phrasing and pacing when reading texts orpassages aloud or participating in conversations.
Observe the right oral language conventions when inquiringabout, summarizing, or reacting to what has been listenedto/read or observed.
Quarter 2
The learner
demonstrates understanding
of how to use appropriate
verbal and non-verbal turn-
taking/giving and topic controlstrategies while participating
in dialogs and interviews .
Quarter 2
Thelearner skillfullyconducts astructuredinterview to get
opinions aboutcurrent issues.
Quarter 2
Use appropriate verbal and non-verbal turn-taking,turn-giving, and topic control strategies while participating indialogues and interviews
Express needs, opinions, feelings, and attitudes in explicitbut polite ways
Use appropriate turn-taking cues at the level of words,phrases, clauses, and sentences
Vary the organization of interaction using the three-ordered options: current speaker selects next speaker; nextspeaker self-selects as next; or current speaker continues
Use appropriate verbal and non-verbal turn-giving cues
Use appropriate topic control strategies to expand onesresponses, to emphasize a point, and to evade possiblemisinterpretations
Use a variety of ways to strike a conversation, introduce atopic, and terminate a conversation
Ask and answer different types of questions in a dialogue
-
7/28/2019 English CG (Gr 7-8)
7/47
K to 12 Curriculum Guide version as of December 2012
ENGLISH 7
or interview.
Use a variety of expressions to affirm, to negate, to seefurther clarification, and to summarize points in a dialogue orinterview
Quarter 3
The learnerdemonstratesunderstanding significanthuman experiences inrelation to the ideaspresented in the literary orexpository reading,listening, or viewing
selections.
Quarter 3
Thelearner presentsan excerpt of aplay highlightingsignificant humanexperiences.
Quarter 3
explain orally significant human experiences and ideas basedon literary or expository reading, listening, or viewingselections in unrehearsed and rehearsed individual and groupmodalities
Narrate specific personal experiences related to the ideaspresented in a selection.
Compare and contrast ideas presented in a selection or aset of related selections.
Give meaningful comments and insightful observationsbased on ideas presented in a selection.
Express agreement or disagreement with ideas presentedin a selection.
Talk about why and how people react differently to a text
listened to, read, or viewed based on ones backgroundknowledge, purpose, and point of view.
State the effect of a text listened to, read, or viewed toones value system.
Present points of view and opinions concerning themessage of a selection in creative oral means.
-
7/28/2019 English CG (Gr 7-8)
8/47
K to 12 Curriculum Guide version as of December 2012
ENGLISH 8
Provide suggestions in addressing controversial,problematic, or debatable ideas, issues, or concerns in aselection.
Quarter 4
The learner demonstrates
understanding of how to
disseminate information
obtained from mass media to
express needs, opinions,
feelings and attitudes.
Quarter 4
The learnerdelivers aninformative talkusing multi-mediato highlightimportant points.
Quarter 4
Ask for and give information, express needs, opinions,
feelings and attitudes explicitly and implicitly in an informativetalk
Express needs, opinions, feelings, and attitudes in explicitbut polite ways
Use appropriate turn-taking cues at the level of words,phrases, clauses, and sentences
Vary the organization of interaction using the three-
ordered options: current speaker selects next speaker; nextspeaker self-selects as next; or current speaker continues
Use appropriate verbal and non-verbal turn-giving cues
Use appropriate topic control strategies to expand onesresponses, to emphasize a point, and to evade possiblemisinterpretations
Use a variety of ways to begin a panel discussion,introduce the discussion topic, summarize the discussion,and terminate the discussion
Ask and answer different types of questions in a paneldiscussion
Use a variety of expressions to affirm, to negate, to seefurther clarification, and to summarize points in a paneldiscussion
-
7/28/2019 English CG (Gr 7-8)
9/47
K to 12 Curriculum Guide version as of December 2012
ENGLISH 9
Vocabulary
Enhancement
(Subsumed in all
domains)
Quarter 1
The learnerdemonstrates understandingof the appropriate use offamiliar, colloquial, and
idiomatic expressions indifferent communicationsituations.
Quarter 1
Thelearnerappropriately usesexpressions:
familiar, colloquial,idioms in a casualor informal
conversation/
dialogues.
Quarter 1
Establish semantic relationships of words as well as familiar,colloquial, and idiomatic expressions.
Determine words or expressions in a selection that are
similar or opposite.Determine words or expressions in a selection that havecausal or associative relations.
Determine words or expressions in a selection that havetime (temporal) or place (locative) relations.
Distinguish between familiar and colloquial expressionscommonly used in casual or informal conversations.
Distinguish between colloquial language and slang.
Use appropriate idiomatic expressions in a variety of basicinterpersonal communicative situations.
Select an appropriate familiar, colloquial, or idiomatic wordor expression as a substitute for another word orexpression.
Explain why familiar, colloquial, and idiomatic expressionsare used more often in oral communication.
Quarter 2
The learnerdemonstratesunderstanding of thevarious academic andfigurative language toenable him/her to
Quarter 2
The learnercreatively preparesa scrapbook ofpoems and othertexts highlightingfigurative language.
Quarter 2
Establish semantic relationships of words including figurativeand academic language.
Distinguish between literal and figurative expressions.
Identify figures of speech that show comparison (simile,
-
7/28/2019 English CG (Gr 7-8)
10/47
K to 12 Curriculum Guide version as of December 2012
ENGLISH 10
understand underlyingmeanings of selectionsread or passages listenedto.
metaphor, and analogy).
Identify figures of speech that show contrast (irony,oxymoron, and paradox).
Identify figures of speech that show emphasis (hyperbole
and litotes).
Differentiate figurative language from academic language.
Explain the three functions of academic language: todescribe complexity, to describe higher order thinking, andto describe abstraction.
Quarter 3
The learnerdemonstratesunderstanding ofcollocations as a means ofexpressing ones self andclustering words to widenones vocabulary that willaid in meaningful andworthwhile communication.
Quarter 3
Thelearner accuratelypresents semanticorganizers to showcategorization andclustering of wordsor expressions.
Quarter 3
Identify collocations and arrange words or expressions incategories and clusters.
Identify collocations used in a selection.
Identify the common forms of collocations: (a) adverb +adjective, (b) adjective + noun, (c) noun + noun, (d) noun+ verb, (e) verb + noun), (f) verb + expression withpreposition, and (g) verb + adverb.
Explain why collocations are useful in making the meaningof expressions clearer.
Determine words or expressions in a selection with genus-species (hyponymous) relations
.
Determine words or expressions with part-whole (partitive)relations
Devise categories and sub-categories to cluster ideas.
-
7/28/2019 English CG (Gr 7-8)
11/47
K to 12 Curriculum Guide version as of December 2012
ENGLISH 11
Use a variety of semantic organizers to showcategorization and clustering of words or expressions.
Quarter 4
The learnerdemonstrates understanding
of analogies and word clinesthat helps in determiningrelationship of words andexpressions within apassage and in enrichingones vocabulary.
Quarter 4
The learnerproficiently writes a
version of a passageor dialogue usingvocabulary in specificfields and for differentpurposes.
Quarter 4
Analyze analogies and arrange words or expressions in clines.
Determine the relationship of words or expressionsarranged in analogies.
Supply other words or expressions that complete ananalogous series of words or expressions.
Identify words or expressions that have multiple meanings(homonymous or polysemous words or expressions).
Identify words or expressions used in a selection thatshow varying shades of meaning (gradients).
Identify common categories of clines that are useful inlearning vocabulary in specific fields.
Create or expand word clines.
Explain how analogies and clines enrich ones vocabulary.
Reading and
Comprehension
Quarter 1
The learnerdemonstrates understandingand appreciation of variousliterary and informative textswith emphasis on Philippinefolk literature to developbetter understanding of thehuman condition and theenvironment.
Quarter 1
The learnerproduces acreativecompilation ofPhilippine folkliterature and drawsout in them inherentFilipino values to bepresented in a
Quarter 1
Use different reading styles (scan, skim, read closely,etc.) to suit the text and ones purpose for reading
Scan for specific information
Skim rapidly for major ideas using headings as guide
Read closely to find answers to specific questions, note
sequence of events, etc.
-
7/28/2019 English CG (Gr 7-8)
12/47
K to 12 Curriculum Guide version as of December 2012
ENGLISH 12
personally preferredformat.
Use non-linear visuals as comprehensive aids in content
texts
Transcode orally and in writing the information presentedin diagrams, charts, table, graphs, etc.
Give the meaning of signs and symbols used (road signs,prohibited signs, etc.) and evaluate their effectiveness
Locate places and follow directions using a map
Quarter 2
The learner
demonstratesunderstanding of theinteresting accounts ofpeoples ideas, feelings,and values pertinent to thedevelopment of their cultureand society using the mostappropriate sources ofinformation and technologywith emphasis on Philippineliterature in English and
other text types.
Quarter 2
The learner
retells a storycreatively usingappropriate sourcesof information,multimedia andtechnology.
Quarter 2
Use appropriate mechanisms/tools in the library for
locating resources
Use the card catalogue, the online public access catalogue,or electronic search engine to locate specific resources
Get information from the different parts of a book and fromgeneral references in the library
Gather current information from newspapers and otherprint and non-print media
Locate and synthesize essential information found in anytext
Distinguish the statement of facts from beliefs
Evaluate the accuracy of the information
-
7/28/2019 English CG (Gr 7-8)
13/47
K to 12 Curriculum Guide version as of December 2012
ENGLISH 13
Draw conclusions from the set of details
Point out relationships between statements
Quarter 3
The learner
demonstrates understandingof the distinct features andthe development of Filipinoancient poetry, theirelements and the poeticdevices using theappropriate language formsand functions.
Quarter 3
The learner
interpretatively andproficiently performsin a choralreading.
Quarter 3
Use ideas and information gained from previous
readings and personal experiences to better understand a text
Use background knowledge or schema as basis forconjectures and hypothesis made while reading a text
Synthesize previous learnings with new insights
Use illustrations to activate background knowledge and toget a pictorial representation of what is discussed in a text
Conduct a covert dialogue with the writer as a basis forformulating and modifying hypotheses
Formulate and modify hypotheses based on information
Distinguish fact from opinion, fantasy from reality
React to assertions made in the text
Make predictions and anticipate outcomes
Quarter 4
The learnerdemonstrates understandingof the distinctive features ofessays and other text typesused by the Filipino authorsto present lessons learnedfrom experiences and
Quarter 4
Thelearner writesvividly a personal/reflective essaythat expressesmeaningful viewsand insights based
Quarter 4
Use varied text types to develop extensive reading skills
Interpret instructions, directions, notices, rules andregulations correctly
Make generalizations and significant abstractions fromdifferent text types
-
7/28/2019 English CG (Gr 7-8)
14/47
K to 12 Curriculum Guide version as of December 2012
ENGLISH 14
personal observations. from the differenttexts read.
Thelearner writes asummary in book
report.
Distinguish between general and specific statements
Sequence/reorganize ideas or information
Cite evidences to support a general statement
Organize information read into an outlineUse structural, lexical and contextual devices in deriving
the meaning of unknown words and ambiguous andinformation-dense discourse
Identify the sense and reference of words in reading textsfor a better understanding of the selection
Literature Quarter 1
The learnerdemonstrates understanding
of how the structure andcontent of various literarytypes (Philippine literature)reflect the ideals, beliefs,culture and experiences ofthe Filipino people toexpress one identity andcultural heritage.
Quarter 1
The learnerproficiently
compilesPhilippine FolkLiterature statingthe valuesunderscored in theliterary pieces.
Show understanding and appreciation of various literarytypes e.g. stories (legends, fables, myths, folktales), poems,essays, dramas (with emphasis on Philippine literature)
Identify the elements of a literary form which distinguishesit from other literary forms: short story, poem, essay,drama
Explain the characteristics of fables, legends, myths,folktales
Point out the authors technique for characterization
Determine the text structure of essays
Explain poetic devices, use of local color, figurativelanguage and sensory images in literary forms
-
7/28/2019 English CG (Gr 7-8)
15/47
K to 12 Curriculum Guide version as of December 2012
ENGLISH 15
Quarter 2
The learnerdemonstrates understandingof the distinctive features,aesthetic elements and
underlying objectives ofvaried literary and other texttypes of Philippine literaturebetter understanding ofhuman condition and theenvironment.
Quarter 2
The learnerinterpretatively andproficientlyperforms in an
excerpt of a playor dramahighlighting humanrights.
Quarter 2
Discover literature as an art form serving as a means ofdeveloping better understanding of human condition andthe environment
Express appreciation of ones identity and culturalheritage
Show appreciation for worthwhile local traditions andpractices expressed in Philippine literature and the values theyrepresent
Discover literature specifically Philippine literature as a
means of highlighting human rights in varied genres
Express appreciation of literature expressive of the Filipinoidentity
Quarter 3
The learnerdemonstrates understanding
of distinct features ofnarrative, lyric and dramaticpoetry, their elements andthe poetic devices inPhilippine literature andother text types for betterunderstanding of Philippineculture.
Quarter 3
Thelearner creatively
interprets a poemthrough a tableau
Quarter 3
Determine the conflicts presented in literature /viewingselections and the need to resolve those conflicts in a non-
violent way
Infer motives, attitudes and values of a character fromwhat the person does (action/manner) says and whatothers say about him/her
Anticipate events and outcomes from a series of details or
-
7/28/2019 English CG (Gr 7-8)
16/47
K to 12 Curriculum Guide version as of December 2012
ENGLISH 16
acts
Single out events that form the plot of a short story
Express appreciation of sensory images in literary forms
Quarter 4
The learnerdemonstrates understandingof the basic features, parts,structure, and pattern ofdevelopment that make toneand style of Philippineessays to appreciate Filipinocultural values underscoredin Philippine literature.
Quarter 4
The learnerparticipates in aliterary characterparade showcasingFilipino culturalvalues andeconomicdevelopment.
Quarter 4
Discover through Philippine literature the need to workcooperatively and responsibly in todays global village
Take note of Filipino cultural values underscored in Philippineliterature
Show whether a literary piece affirms, modifies or changesones value system
Note the values underscored by the writer in literary pieces
Distinguish literature as a means of gaining vicariousexperiences
Viewing
Comprehension
Quarter 1
The learnerdemonstrates understandingof the different text types
and genres of programs toeffectively derive informationand make this informationmeaningful.
Quarter 1
The learnerproduces programportfolio that
monitors theirprogress as viewersin terms of interest,preference, andreflections onindividual viewingbehaviors.
Extract information from a program viewed
Organize information from a program viewed
Distinguish basic genres of program viewed
Validate the information derived from the genres of theprogram viewed
Observe details, sequence and relationships of events
Narrate events logically
Form mental images of the information conveyed by a
program viewed
-
7/28/2019 English CG (Gr 7-8)
17/47
K to 12 Curriculum Guide version as of December 2012
ENGLISH 17
Raise questions about a program viewed
Answer the questions raised from a program viewed
Quarter 2
The learner
demonstrates understandingof the various analytical andevaluative techniquesemployed in critical viewing.
Quarter 2
The learner
produces areactionpaperof aprogram viewed.
Quarter 2
Grasp the message conveyed by a program viewed
Form mental images of the information conveyed by a
program viewed
React appropriately to a program viewed
Decode meaning of unfamiliar words
Follow a series of directions while viewing
Give the big ideas or key concepts from gestures of
interlocutors
Quarter 3
The learnerdemonstrates understandingof how viewing conventionsaffect the way viewersgrasp, interpret, andevaluate the meaning of aprogram viewed.
Quarter 3
The learnerwrites anevaluation paperof a programviewed.
Quarter 3
Determine reality and fantasy from a program viewed
Compare television content to outside sources ofinformation
Determine ones own television-viewing behavior
Discuss the principles of lay outing in a viewing materialQuarter 4
The learnerdemonstrates understandingof how viewing conventionsaffect the way viewersgrasp, interpret, andevaluate the meaning of aprogram viewed.
Quarter 4
The learnerpresents a reviewof a program
incorporatingviewingconventions.
Quarter 4
Discuss the principles of lay outing in a viewing material
Discriminate between and among colors and how they
symbolize ideas
Distinguish basic camera functions
Verify how symmetry provides balance
-
7/28/2019 English CG (Gr 7-8)
18/47
K to 12 Curriculum Guide version as of December 2012
ENGLISH 18
Identify the concept of perspective through vantage points
in viewing
Writing Quarter 1
The learner
demonstrates understandingof written modes ofparagraph development withemphasis on the basicfeatures and kinds ofparagraph development toproduce a simple text.
Quarter 1
The learner
writes a retell of amyth or a legend.
Quarter 1
Distinguish between oral and written modes of language usewith emphasis on their exclusive features and properties.
Compare and contrast the basic features and kinds ofparagraph
Recognize the features of literary writing and academicwriting
Recognize the common purposes for writing
Recognize the parts of a simple paragraph based onwriting purpose
Follow steps in crafting a simple paragraph of five to sevensentences
Retell a chosen myth or legend in a series of three five-to-seven-sentence paragraphs
Revise a series of simple paragraphs in terms of content,style, and mechanics collaboratively and independently
Quarter 2
The learnerdemonstratesunderstanding of writingpersonal narratives andother text types usingappropriate literary andcohesive devices to
Quarter 2
The learnerwrites a well-thought-out personal narrativerevolving on aparticular personaladvocacy.
Quarter 2Compose short personal narrative texts using appropriateliterary and cohesive devices.
Identify features of narrativewriting.
Distinguish between and among a journal entry, ananecdote, a travelogue, a personal letter, and a blog entry
.
-
7/28/2019 English CG (Gr 7-8)
19/47
K to 12 Curriculum Guide version as of December 2012
ENGLISH 19
produce a unified text. Compose a series of journal entries.
Compose an anecdote based on a significant personalexperience.
Compose a travelogue.
Compose a personal letter to a friend, relative, and otherpeople.
Compose and upload a blog entry based on a particularpersonal topic of interest.
Revise a piece of narrative writing in terms of content,style, and mechanics collaboratively and independently.
Quarter 3
The learner demonstrates
understanding of the features
and elements of
personal essays, and feature
articles to write for a variety
of audiences.
Quarter 3
The learner writes a
moving
personal/reflective
essay.
Quarter 3
Organize information into short written discourse usingappropriate literary and cohesive devices.
Analyze the features and basic types of short writtenpersonal/reflective essays.
Distinguish between and among a capsule biography,biographical sketch, and feature article.
Organize information gathered from primary andsecondary sources using a graphic organizer.
Organize information gathered from primary andsecondary sources using a simple topic outline
.
Compose a capsule biography of a person interviewed.
-
7/28/2019 English CG (Gr 7-8)
20/47
K to 12 Curriculum Guide version as of December 2012
ENGLISH 20
Compose a biographical sketch of an interviewed personwhose backgrounds were also researched.
Compose a feature article based on a personally selectedtopic.
Revise a piece of short personal writing in terms ofcontent, style, and mechanics collaboratively andindependently.
Quarter 4
The learnerdemonstrates understandingof how to use persuasivedevices to construct basiccommunication materials.
Quarter 4
The learnercreativelyconstructs basicmasscommunication
materials such asprint, radio, and TVads andcampaigns.
Quarter 4
Use persuasive devices to express opinion and to constructbasic mass communication materials.
Formulate a statement of opinion or assertion.
Recognize the elements and features of print, radio, TV,and ads and campaigns
.
Use basic persuasion techniques to create a print ad andcampaign: association, bandwagon, testimonials, fear,humor, bribery, intensity, and repetition.
Polish and revise the components of a persuasive materialin terms of content, style, and mechanics collaboratively
Grammar Quarter 1
The learnerdemonstrates understandingof the set of structural rulesin English language thatgovern the composition ofwords, phrases, and clauses
Quarter 1
The learnercommunicateseffectively in oraland written formsusing the correctgrammatical forms
Quarter 1
Formulate grammatically correct sentences
Observe rules on subject-verb agreement.
Observe consistent tense.
-
7/28/2019 English CG (Gr 7-8)
21/47
K to 12 Curriculum Guide version as of December 2012
ENGLISH 21
to communicate effectivelyin oral and written formsusing the correctgrammatical structures ofEnglish.
and structures ofEnglish
Observe rules on pronoun-antecedent agreement.
Formulate correct simple sentences.
Formulate compound sentences.
Quarter 2
The learnerdemonstrates understandingof the set of structural rulesin English language thatgovern the composition ofwords, phrases, and clausesto communicate effectivelyin oral and written formsusing the correctgrammatical structures ofEnglish
Quarter 2
Thelearnercommunicateseffectively in oraland written formsusing the correctgrammatical formsand structures ofEnglish
Quarter 2
Expand grammatically correct sentences
Use correct determiners.
Use varied noun complementation forms.
Use varied verb complementation forms.
Formulate meaningful kernel sentences.
Formulate embedded sentences.
Employ a variety of cohesive devices in composing shortpersonal narratives.
Quarter 3
The learner
demonstrates understandingof the set of structural rulesin English language thatgovern the composition ofwords, phrases, and clausesto communicate effectivelyin oral and written formsusing the correctgrammatical structures of
Quarter 3
The
learnercommunicateseffectively in oraland written formsusing the correctgrammatical formsand structures ofEnglish
Quarter 3
Formulate meaningful and grammatically correct
speech forms.
Formulate meaningful question forms.
Formulate meaningful short answers.
Formulate meaningful reply questions.
Formulate direct speech forms.
Formulate reported speech forms.
-
7/28/2019 English CG (Gr 7-8)
22/47
K to 12 Curriculum Guide version as of December 2012 ENGLISH 22
English Employ a variety of cohesive devices in composing short
Quarter 4
The learner
demonstrates understandingof the set of structural rulesin English language thatgovern the composition ofwords, phrases, and clausesto communicate effectivelyin oral and written formsusing the correctgrammatical structures ofEnglish
Quarter 4
The
learnercommunicateseffectively in oraland written formsusing the correctgrammatical formsand structures ofEnglish.
Quarter 4
Use simplified and grammatically corrects
expressions.Observe proper tense simplification rules.
Use appropriate auxiliary and modal verbs.
Use persuasive language forms or expressions.
Use varied adjective complementation forms.
Attitude towards
language, literacyand literature
(Subsumed in all
domains)
Quarter 1 Quarter 1 Quarter 1
Quarter 2 Quarter 2 Quarter 2
Quarter 3 Quarter 3 Quarter 3
Quarter 4 Quarter 4 Quarter 4
Study Strategies
(Subsumed in
Reading,
Literature, and
Writing)
Quarter 1 Quarter 1 Quarter 1
-
7/28/2019 English CG (Gr 7-8)
23/47
K to 12 Curriculum Guide version as of December 2012 ENGLISH 23
Quarter 2 Quarter 2 Quarter 2
Quarter 3 Quarter 3 Quarter 3
Quarter 4 Quarter 4 Quarter 4
Note: Vocabulary Enhancement, Attitude and Study Strategies are integrated in other literacy domains.
-
7/28/2019 English CG (Gr 7-8)
24/47
K to 12 Curriculum Guide version as of December 2012 ENGLISH 24
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 OF
LITERACY
CONTENT STANDARD PERFORMANCE
STANDARD
LEARNING COMPETENCIES
Listening
Comprehension
Quarter 1
The learner demonstrates
understanding of the prosodic
features and non-verbal cues
that serve as carriers of
meaning when listening to
informative texts and longer
narratives to note significant
details.
Quarter 1
The learner accurately
produces a schematic
diagram to note and
give an account of the
important details in
long narratives or
descriptions listened
to.
Quarter 1
Recognize prosodic features: stress, intonation andpauses serving as carriers of meaning that may aid orinterfere in the delivery of the message in stories andinformative texts
Note prosodic features (stress, intonation, pauses) andrate of speech as carriers of meaning
Recognize changes in meaning signaled by stress,
intonation and pauses
Listen to points the speaker emphasizes as signaled bycontrastive sentence stress determine how stress,intonation, phrasing, pacing, tone and non-verbal cuesserve as carriers of meaning that may aid or interfere inthe message of the text listened to
-
7/28/2019 English CG (Gr 7-8)
25/47
K to 12 Curriculum Guide version as of December 2012 ENGLISH 25
Quarter 2
The learner demonstrates
understanding on how
employing projective listening
strategies to descriptive and
longer narrative audio texts,
helps him/her to validate
information, opinion, or
assumption to participate well
in specific communicative
context .
The learner demonstrates
understanding of adjustinglistening strategies (marginal,
selective, attentive, critical) in
relation to the main purpose
of listening, ones familiarity
with the topic and difficulty of
the text describing a process
and narrating longer stories
to suit the listening text and
task.
Quarter 2
The learner creates an
audio video
presentation
highlighting the core
message of a text
listened to.
Quarter 2
Employ appropriate listening skills when listening todescriptive and long narrative texts(e. g. making predictions, noting the dramatic effect of
sudden twists, etc.)
Employ projective listening strategies with longerstories
Listen to determine conflicting information aired overthe radio and television
Listen for clues to determine pictorial representationsof what is talked about in a listening text
Quarter 3
The learner demonstrates
understanding in validating
information, opinions, or
assumptions made by a
Quarter 3
The learner proficiently
writes an editorial
article concerning an
issue raised by the
Quarter 3
Determine the persons being addressed in aninformative talk, the objective/s of the speaker and his/herattitude on the issues
Use attentive listening strategies with informative
-
7/28/2019 English CG (Gr 7-8)
26/47
K to 12 Curriculum Guide version as of December 2012 ENGLISH 26
speaker to arrive at sound
decisions on critical issues.
speaker in a text
listened to.
texts
Note clues and links to show the speakers stand andassumptions
Listen for clues and links to show the speakers trainof thoughts
Determine the stand of the speaker on a givenissue Listen to get the different sides of social, moral,and economic issues affecting a community
Quarter 4
The learner
demonstrates understandingof how the orchestration of
harmony, unison, rhythm and
the structure of narratives
and other text types enable
him or her to appreciate their
richness.
Quarter 4
The learner creatively
renders a choricinterpretation of a text
listened to
Quarter 4
Process speech delivered at different rates by makinginferences from what was listened to
Use syntactic and lexical clues to supply items notlistened to
Anticipate what is to follow in a text listened toconsidering the function/s of the statements made
Express appreciation for texts orally interpreted notingharmony, unison, and rhythm.
Listen to appreciate the tune and the narrativestructure of ballads
Listen to appreciate harmony, unison, and rhythm inchoric interpretations.
-
7/28/2019 English CG (Gr 7-8)
27/47
K to 12 Curriculum Guide version as of December 2012 ENGLISH 27
Oral Language
and Fluency
Quarter 1
The learnerdemonstratesunderstanding of how tospeak in clear, correct
English appropriate for acertain situation, purposeand audience.
Quarter 1
The learneractively 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 signalchanges in meaning
Quarter 2
The learnerdemonstratesunderstanding of the variousmeans on how figurativeand academic language canbe used in variouscommunication settings.
Quarter 2
The learnerjoins actively in apanel discussionon a current issue orconcern.
Quarter 2
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 ofquestions 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 usingmulti-media resources
Quarter 3
The learner demonstrates
Quarter 3
The learner proficiently
Quarter 3
Use appropriate turn-taking strategies (topic nomination,
-
7/28/2019 English CG (Gr 7-8)
28/47
K to 12 Curriculum Guide version as of December 2012 ENGLISH 28
understanding of using turn-
taking strategies in extended
conversations to effectively
convey information.
conducts a formal,
structured interview
of a specific subject.
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
understanding of speech
functions and forms as
indicators of meaning.
Quarter 4
The learner
competently delivers
an informative
speech using multi-
media resources to
highlight important
points.
Quarter 4
Arrive at a consensus on community issues by assessingstatements made
React to information obtained from talks
Interview persons to get their opinions about socialissues 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
Vocabulary
Enhancement
Quarter 1
The learner
Quarter 1
The learner
Quarter 1
Develop strategies for coping with unknown words
-
7/28/2019 English CG (Gr 7-8)
29/47
K to 12 Curriculum Guide version as of December 2012 ENGLISH 29
(Subsumed in all
domains)
demonstratesunderstanding of thestrategies for coping withthe unknown words andambiguous sentencestructures and discourse to
arrive at meaning.
creatively produces an
e-portfolio of
vocabulary illustrating
the use of varied
strategies.
and ambiguous sentence structures and discourse
o Differentiate between shades of meaning byarranging words in a cline
o
Guess the meaning of idiomatic expressions bynoting keywords in expressions, context clues,collocations, clusters, etc.
o Arrive at the meaning of structurally complex andambiguous sentences by deleting expansions to come upwith kernel sentences
Quarter 2
The learnerdemonstratesunderstanding of thestrategies for coping withthe unknown words andambiguous sentencestructures and discourse toarrive at meaning.
Quarter 2
The learner creatively
prepares a
comparative log of
academic and
figurative language
reflected in documents
with the same themes.
Quarter 2
Develop strategies for coping with unknownwords 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 unlockingvocabulary
o Arrive at the meaning of structurally complex andambiguous sentences by separating kernel sentences frommodification structures and expansions
-
7/28/2019 English CG (Gr 7-8)
30/47
K to 12 Curriculum Guide version as of December 2012 ENGLISH 30
Quarter 3
The learnerdemonstrates
understanding of thestrategies for coping withthe unknown words andambiguous sentencestructures and discourse toarrive at meaning.
Quarter 3
The learner creatively
produces a frequency
word list.
Quarter 3
Develop strategies for coping with unknown wordsand ambiguous sentence structures and discourse
o
Identify the derivation of words
oDefine words from context and through word analysis(prefix, roots, suffixes
oUse collocations of difficult words as aids inunlocking vocabulary
Arrive at the meaning of structurally complex andambiguous sentences by separating kernel
sentences from modification structures andexpansions.
Quarter 4
The learnerdemonstratesunderstanding of thestrategies for coping withthe unknown words andambiguous sentencestructures and discourse to
arrive at meaning.
Quarter 4
The learner proficiently
produces a glossary
of words related to
specific disciplines.
Quarter 4
Develop strategies for coping with unknown words andambiguous 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 unlockingvocabulary
Arrive at the meaning of structurally complex andambiguous sentences by separating kernel sentences
-
7/28/2019 English CG (Gr 7-8)
31/47
K to 12 Curriculum Guide version as of December 2012 ENGLISH 31
from modification structures and expansionsReading and
Comprehension
Quarter 1
The learnerdemonstrates understandingof the different reading
styles to suit the text andones purpose for reading.
Quarter 1
The learner produces a
Reading Log showing
various entries like the
choice of readingmaterials, the type of
reading employed, etc.
Quarter 1
Adjust reading speed based on ones purpose for readingand the type of materials read
Use different reading styles to suit the text and onespurpose for reading
Scan rapidly for sequence signals or connectors asbasis for determining the rhetorical organization oftexts
Skim to determine the authors key ideas andpurpose by answering questions raised aftersurveying the text
Read closely to select appropriate details from aselection for specific purposes
Quarter 2
The learnerdemonstratesunderstanding of textualrelationships using non-linear forms and graphicsto obtain information from
linear and non-linear texts.
Quarter 2
The learner proficiently
uses advanced
organizers/
illustrations showing
textual relationships.
Quarter 2
Evaluate content, elements, features, and properties of areading or viewing selection using a set of criteria developed inconsultation (with peers and the teacher)
Explain visual-verbal relationships illustrated in tables,
graphs, information maps commonly used in content area texts
Transcode information from linear to non-lineartexts and vice-versa
Explain illustrations from linear to non-linear textsand vice versa
-
7/28/2019 English CG (Gr 7-8)
32/47
K to 12 Curriculum Guide version as of December 2012 ENGLISH 32
Organize information illustrated in tables, graphsand maps
Quarter 3
The learnerdemonstrates understandingof varied reading approachesto make sense and developappreciation for the differenttext types.
Quarter 3
The learner creatively
produces a digital
chart of various text
types with clickable
features.
Quarter 3
Utilize varied reading strategies to process informationin a text
Recognize the propaganda strategies used inadvertisements and consider these in formulatinghypotheses
Distinguish between facts from opinions
Use expressions that signal opinions (e.g. seems, as Isee it)
Note the function of statements made as the text unfoldsand use it as a basis for predicting what is to follow
Express emotional reactions to what was asserted orexpressed in a text
Employ approaches best suited to a text
Note the functions of statements as they unfoldand consider the data that might confirm/disconfirmhypothesis
Examine for bias
Determine the validity and adequacy of proofstatements to support assertions
React critically to the devices employed by awriter to achieve his/her purpose
-
7/28/2019 English CG (Gr 7-8)
33/47
K to 12 Curriculum Guide version as of December 2012 ENGLISH 33
Quarter 4
The learnerdemonstrates understandingof how to abstractinformation presented indifferent text types and tonote explicit and implicitsignals used by the writer.
Quarter 4
The learner prepares
an abstract of a text
read.
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 atext with a view of determining the information structure ofthe text
Abstract information from the different text types by notingexplicit and implicit signals used by the writer
Interpret instructions, directions, notices, rules andregulations
Locate and synthesize essential information foundin any text
Distinguish the statement of facts from beliefs. Evaluate the accuracy of the information. Draw conclusions from the set of details. Point out relationships between statements. Distinguish between general and specific
statements.
Literature Quarter 1
The learner
Quarter 1
The learner creatively
Discover literature as a means of understandingthe human being and the forces he/she to contend with
-
7/28/2019 English CG (Gr 7-8)
34/47
K to 12 Curriculum Guide version as of December 2012 ENGLISH 34
demonstratesunderstanding of thedifferent genres through thetypes contributed by Afro-
Asian countries to expressappreciation for Afro-Asian
heritage.
and proficiently
performs in a choral
reading of a chosen
Afro-Asian poem.
Discover through literature the symbiotic relationshipbetween 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 ones lifeand the lives of people throughout the world
Highlight the need for a more just and equitabledistribution of resources
Quarter 2
The learnerdemonstratesunderstanding of howsignificant humanexperiences are bestcaptured in various literaryforms that inspire humans tobring out the best in them.
Quarter 2
The learner creatively
compiles Afro-Asian
literary pieces as
accounts of
experiential learning.
Quarter 2
Show understanding and appreciation for the differentgenres 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 andthe macro discourse signals used to establish meaning
relationships in the essayDetermine the authors tone and purpose for writing theessay
Point out how the choice of title, space allotment,imagery, choice of words, figurative language, etc.contribute to the theme
Explain figurative language used
-
7/28/2019 English CG (Gr 7-8)
35/47
K to 12 Curriculum Guide version as of December 2012 ENGLISH 35
Express appreciation for sensory images in literaryforms
Show understanding of the text by paraphrasingpassages
Quarter 3
The learnerdemonstratesunderstanding of thedifferent genres to heightenliterary competence.
Quarter 3
The learner produces a
critical review of
articles with the same
themes but different
genres.
Quarter 3
Discover Philippine and Afro Asian literature as a meansof expanding experiences and outlook and enhancingworthwhile universal human values
Express appreciation for worthwhile Asian traditionsand the values they represent
Assess the Asian identity as presented in Asianliterature and oneself in the light of what makes one an
Asian
Identify oneself with other people through literaturetaking note of cultural differences so as to get to the heartof problems arising from them
Quarter 4
The learnerdemonstratesunderstanding of howliterature mirrors therealities of life and depictshuman aspirations.
Quarter 4
The learner produces
an e-literary folio which
captures significant
human experiences.
Quarter 4
Point out the role of literature in enabling one to grow inpersonhood
Discriminate between what is worthwhile and whatis not through literature
Distinguish as positive values humility,resourcefulness, self-reliance and the ability to look intooneself, and accept ones strengths and weaknessess
-
7/28/2019 English CG (Gr 7-8)
36/47
K to 12 Curriculum Guide version as of December 2012 ENGLISH 36
Viewing
Comprehension
Quarter 1
The learnerdemonstrates
understanding of thedifferent text types andgenres of programs viewedto effectively deriveinformation and findmeaning in them
Quarter 1
The learner produces
program portfolio that
monitors his/herprogress as a viewer
(in terms of interest,
preference, and
reflections on individual
viewing 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 aprogram 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 2
The learner effectively
writes reactions tomovies viewed. (movie
review)
The learner presents a
review of a program
viewed.
Quarter 2
Discern positive and negative messages conveyed by a
program viewed
React appropriately and provide suggestions based onan established fact
Decode the meaning of unfamiliar words using structuralanalysis
Follow task- based directions shown after viewing
Interpret the big ideas/key concepts implied by the facial
expressions of interlocutors
Quarter 3
The learnerdemonstratesunderstanding of the variousanalytical and evaluativetechniques employed in
Quarter 3
The learner produces a
reaction paperto a
program viewed.
Quarter 3
Analyze the elements that make up reality and fantasyfrom a program viewed
Compare and contrast ones own television-viewingbehavior with other viewers viewing behavior
-
7/28/2019 English CG (Gr 7-8)
37/47
K to 12 Curriculum Guide version as of December 2012 ENGLISH 37
critical viewing.
Organize an independent and systematic approach incritiquing various reading or viewing selection
Quarter 4
The learnerdemonstratesunderstanding of howviewing conventions affectthe way viewers grasp,interpret, and evaluate themeaning of a programviewed.
Quarter 4
The learner puts up a
model television
production
incorporating viewing
conventions.
Quarter 4
Recognize the principles of lay outing in viewing amaterial
Explore how colors appeal to viewers emotions
Identify basic camera angles
Ascertain how balance created by symmetry affectsvisual response to a program viewed
Differentiate between vantage points and viewing
Writing Quarter 1
The learnerdemonstrates understandingof giving valuable personalinformation and informationon social events and issuesby accomplishing differentforms to effectively functionin school and in community..
Quarter 1
The learner
proficiently prepares a
brochure on the
dangers of
smoking/drugs and
other social issuesand concerns.
The learner writes a
personal narratives.
Quarter 1Accomplish 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, advertisementsthat relate to social events
-
7/28/2019 English CG (Gr 7-8)
38/47
K to 12 Curriculum Guide version as of December 2012 ENGLISH 38
The learner creates a
blog on the internet
commenting on
social/economic issues
and concerns.
Quarter 2
The learnerdemonstrates understandingof the power of languagestructures and forms inshaping peoples reactions,perceptions, points of view,and beliefs in local, national
and global communities.
Quarter 2
The learnerconducts
an opinion poll,
interprets, and
presents the findings
having a local-based or
national issue as
reference.
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 andvice 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
Quarter 3
The learnerdemonstrates understandingof how to have a good
Quarter 3
The learner produces
an e-journal of poetry
Quarter 3
Use specific cohesive and literary devices to constructintegrative literary and expository reviews, critiques, researchreports, and scripts for broadcast communication texts,
-
7/28/2019 English CG (Gr 7-8)
39/47
K to 12 Curriculum Guide version as of December 2012 ENGLISH 39
command and facility of theEnglish Languagenecessary to producewriting in different genresand modes.
& prose entries with
emphasis on content
and writing style.
including screenplays
Produce different text types and sub-types
Expand ideas in well-constructed paragraphsobserving cohesion, coherence and appropriate modes ofparagraph development
Give and respond to feedback on ones paper in therevision process
Use grammatical structure and vocabulary neededto effectively emphasize particular points
Use appropriate modes of paragraph developmentto express ones ideas, needs, feelings andattitudes
Use a variety of cohesive devices to make theflow of thoughts from one sentence to anothersmoothly and effortlessly
Write short personal narratives to support anassertion
Organize information gathered from primary andsecondary 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 ofcontent, style, and mechanics collaboratively andindependently.
-
7/28/2019 English CG (Gr 7-8)
40/47
K to 12 Curriculum Guide version as of December 2012 ENGLISH 40
Quarter 4
The learnerdemonstrates understandingof how to have a goodcommand and facility of theEnglish Language necessaryto produce writing in differentgenres and modes.
Quarter 4
The learner makes a
write-up of an
interview.
Quarter 4
Organize ones thoughts and adopt the appropriatewriting style in letters, resumes, critiques, etc. using
appropriate styles (formal and formal)and audience inmind
Employ interactional functions of language in differentgenres and modes of writing (pen-pal letters, letters ofinvitation, a yes and no letters, book reviews,interview write-ups, journal entries, etc.)
Write reflections on learning experiences in diary andjournal entries
Write summaries of books read
Employ varied strategies (condensing, deleting,combining, embedding) when summarizing materialsread
Write reactions to books read
Show respect for intellectual property rights byacknowledging citations made
Acknowledge citations by indicating in a bibliographysources used
-
7/28/2019 English CG (Gr 7-8)
41/47
K to 12 Curriculum Guide version as of December 2012 ENGLISH 41
Use writing conventions to indicate acknowledgementof resources
Use quotation marks or hanging indentations fordirect quotes
Use in-text citation
Arrange bibliographic entries of text cited from booksand periodicals
Grammar Quarter 1
The learner demonstrates
understanding of well-constructed paragraphs
using appropriate modes of
development and language
structures to express ones
ideas, needs, feelings and
attitudes
The learner demonstratesunderstanding of how
language is instrumental in
communicating thoughts, and
feelings.
Quarter 1
The learner effectively
writes a personalnarrative or informative
text.
The learner proficiently
writes a description of
a process.
Quarter 1
Uses:
o varied adjective complementationo appropriate idioms, collocations, and fixed expressiono coordinatorso subordinatorso other appropriate devices for emphasis
Formulates:
o correct complex and compound-complex sentenceso correct conditional statementso appropriate parenthetical expressions
o meaningful expanded sentence (followingbalance, parallelism, and modification)
Quarter 2
The learner
Quarter 2 Quarter 2
-
7/28/2019 English CG (Gr 7-8)
42/47
K to 12 Curriculum Guide version as of December 2012 ENGLISH 42
demonstratesunderstanding of howgrammatically correctsentences ensure aneffective discourse.
The learnerdemonstratesunderstanding of how theknowledge of grammarenables one tosuccessfully deliverinformation.
The learner composes
a meaningful and
grammatically correct
composition.
The learner writes a
progress/ interim report
of a program or
advocacy
Uses:
o varied adjective complementationo appropriate idioms, collocations, and fixed expressiono coordinatorso subordinators
other appropriate devices for emphasis
formulates:o correct complex and compound-complex sentenceso correct conditional statementso appropriate parenthetical expression
meaningful expanded sentence (following balance, parallelism,
and modification)
Quarter 3
The learnerdemonstratesunderstanding of howthe use of StandardEnglish conventionsfacilitates interactionand transaction.
Quarter 3
The learner creatively
produces a tourist
guide brochure
Quarter 3
Uses:
o varied adjective complementationo appropriate idioms, collocations, and fixed expressiono coordinatorso subordinators
other appropriate devices for emphasis
formulates:o correct complex and compound-complex sentenceso correct conditional statementso appropriate parenthetical expressions
meaningful expanded sentence (following balance, parallelism,
and modification)
-
7/28/2019 English CG (Gr 7-8)
43/47
K to 12 Curriculum Guide version as of December 2012 ENGLISH 43
Quarter 4
The learnerdemonstrates understandingof the set of structural rules
that govern variouscommunication situations.
Quarter 4
The learner
innovatively presents
an Ad promoting a
government bill or acity ordinance.
Quarter 4
Uses:
o varied adjective complementationo appropriate idioms, collocations, and fixed expressiono coordinatorso subordinators
other appropriate devices for emphasis
formulates:o correct complex and compound-complex sentenceso correct conditional statementso appropriate parenthetical expressions
meaningful expanded sentence (following balance, parallelism,
and modification)
Attitude towards
language, literacy
and literature
(Subsumed in all
domains)
Quarter 1
Ask sensible questionson his/her initiative
Quarter 2
Express a differentopinion without beingdifficult
Quarter 3
Give credence to
-
7/28/2019 English CG (Gr 7-8)
44/47
K to 12 Curriculum Guide version as of December 2012 ENGLISH 44
well-though out ideas
Quarter 4
Set new goals forlearning on the basisof self- assessment
madeStudy Strategies
(Subsumed in
Reading,
Literature, and
Writing)
Quarter 1
The learner
demonstrates understanding
of how to gather data using
library and electronic
resources to locate
information that bring about
diversity and/or harmony
among Afro Asians throughthe study of their traditions
and beliefs.
Quarter 1
The learner
creatively writes an
interesting Cultural
Report.
Quarter 1
Gather data using library and electronic resources
consisting of general references: atlas, periodical index,
periodicals and internet sources/ other websites to locate
information
Use periodical index to locate information in periodicals
Gather data using the general references: encyclopedia,dictionary
Get and assess current information from newspaper andother print and non-print media
Quarter 2
The learner
demonstrates understanding
of how proper citations of
references and materials used
establish the credibility of a
report or a research paper.
Quarter 2
The learner
produces research
appendices following
the correct citation
entries and format
Quarter 2
Acknowledge citations by preparing the bibliography of
the various sources used
Observe correct format in bibliographical entries
Use writing conventions to indicate acknowledgement of
sources
Quarter 3
The learner
demonstrates understanding
of how information gathering
skills and data collection
Quarter 3
The learner
produces a clip report
on the various sources
Quarter 3
Derive information from various text types and sources
using the card catalog, vertical file, index, microfiche (microfilm)
CD ROM, internet etc.
-
7/28/2019 English CG (Gr 7-8)
45/47
K to 12 Curriculum Guide version as of December 2012 ENGLISH 45
strategies ensure quality
research
of data collected 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 sourcesread and viewed to reject irrelevant details
Quarter 4
The learner
demonstrates understanding
of how the employment of
study strategies coupled with
research skills lead to a well-
written paper
Quarter 4
The learner
produces a research
paper based on school/
community problem.
Quarter 4
Use multi step word and phrasal outlines to organizeideas
Engage in systematic conduct of a research by goingthrough series of processes
Organize logically information gathered
Apply the correct treatment of data and the soundness ofresearch conclusion.
-
7/28/2019 English CG (Gr 7-8)
46/47
K to 12 Curriculum Guide version as of December 2012 ENGLISH 46
-
7/28/2019 English CG (Gr 7-8)
47/47
K to 12 Curriculum Guide version as of December 2012 ENGLISH 47