University of Southern Philippines Foundation

Mabini Campus
Cebu City

Curriculum Map in English 10

S.Y. 2019- 2020

Vision: USPF is a 21st century transformative learning environment of global lifelong learners.
Mission: We commit ourselves to a value-laden quality education that nurtures ethical, creative, competent, and socially responsive individuals.
Goal: Transform USPF into a dynamic high- tech, high touch learning organization in keeping with global standards ain education and workplace requirements.
Core Values:
Professionalism- We demonstrate professionalism in our dealings at all times and in all contexts.
Integrity- We keep our integrity intact and untarnished.
Excellence- We achieve excellence in the performance of our tasks.
Social Responsibility- We manifest our social responsibility through active engagement.

Basic Education Department

Vision and Mission
A. Vision: The Basic Education Department produces 21st century life-long learners.
B. Mission: We commit ourselves to a quality education that fosters academically competent, value- laden and socially responsible learners.
I. Subject Details:

Subject Code: English 10

Subject Title: English 10
Units: 1.5
Subject Description: 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, and demonstrates communicative competence through his/ her understanding of literature and other
text types for a deeper appreciation of World Literature, including Philippine Literature.

II. Subject Learning Outcomes:

Cognitive- The learner demonstrates understanding of how to use strategies in critical reading, listening, and viewing, and affirmation and negation markers to deliver
impromptu and extemporaneous speeches.

Affective- The learner demonstrates understanding of how world literatures and other text types serve as vehicles of expressing and resolving conflicts among
individuals or groups

Psychomotor- The learner proficiently delivers an argumentative speech emphasizing how to resolve conflicts among individuals or groups.
III. SUBJECT CONTENT: TEACHING LEARNING PLAN
SECOND GRADING PERIOD
TIME UNIT TOPIC STANDARDS
FRAME
EMBRACING CONTENT STANDARDS:
DIVERSITY
The learners demonstrate
understanding of how world
literature serves as vehicle of
expression and solve of
5 days conflicts between and among
individuals or groups by
employing strategies in
critical reading, listening, and
viewing to evaluate text
content, elements, features,
and properties; delivering
extemporaneous and
impromptu speeches; and
using affirmation or negation
markers.
PERFORMANCE STANDARDS:
5 days The learners transfer learning
by composing an
argumentative essay in
preparation for delivering
impromptu and
extemporaneous speeches
using affirmation or negation
markers and appropriate
prosodic features, stance, and
behaviour.
COMPETENCIES ASSESSMENT TEACHING- LEARNING RESOURCES
ACTIVITIES
A1. Listen actively in order A1. Recitation A1. Audio listening A1. Audio clip
to respond appropriately
A2. Use effective language A2. Paragraph writing A2. Brainstorming A2. Scoring rubrics
in writing
A3. Differentiate the use of A3. Recitation A3. Grammar exercises A3. Grammar worksheet
simple present tense from
present perfect tense
A4. Write an effective A4. Writing a speech A4. Think-pair-share A4. Scoring rubrics
persuasive speech
B1. Employ appropriate B1. Oration B1. Video viewing, B1. Video clip, scoring rubrics
pitch, juncture, and oratorical presentation
intonation, and execute
proper stance in delivering
an oration
B2. Explore different ways B2. Concept map B2. Concept mapping, B2. Literary piece
characters are developed in characterization
fiction
B3. Use simple future and B3. Sentence writing B3. Sentence B3. Grammar worksheet
future perfect tenses composition
correctly
B4. Write a position paper B4. Essay writing B4. Brainstorming B4. News articles, Scoring
rubrics
C1. Deliver an impromptu
and extemporaneous C1. Speech delivery C1. speech delivery C1. Scoring rubrics
 speeches
C2. Describe the mood of a
5 days poem C2.recitation C2. Literary analysis C2. Literary piece

C4. Use verb tenses

correctly and consistently C4. Paragraph writing C4. Grammar exercises C4. Grammar worksheet

C4. Write a proposal

C4. Letter writing C4. Letter writing C4. Scoring rubrics

D1. Listen to determine the

accuracy, validity, adequacy, D1. Paper-pencil-test D1. Listening activity D1. Audio clip
and relevance of details
5 days presented

D2. Determine the tone of a

story D2. Recitation D2. Literary analysis D2. Literary piece

D3. Use the subjunctive

mood correctly D3. Oral recitation, paper- D3. Grammar exercises D3. Grammar worksheet
pencil test
D4. Write an effective
concept paper D4. Concept paper writing D4. Think-pair-share D4. Print and non- print
materials
E1. Employ analytical
listening E1. Listening activity E1. Listening activity E1. Audio clip, set of
questions
E2. Discuss narrative
5 days perspective E2. Recitation E2. Think-pair- share E2. Narrative selection

E3. Sequence tenses

correctly E3. Paper-pencil test E3. Grammar exercises E3. Grammar worksheet

F1. Participate actively and

confidently in a debate F1. debate F1. Brainstorming, F1. Debate rubrics
information gathering

F2. Explore different kinds

5 days of conflict in narrative F2. Recitation, concept F2. Think-pair-share, F2. Narrative selections,
map narrative analysis graphic organizer
F3. Use appropriate voice of
verbs in sentences F3. Sentence writing F3. Interactive discussion F3. Grammar worksheets

G1. Participate actively in a

panel discussion
5 days G2. Trace the plot
development of a literary
work
G1. Class simulation G1. Teacher-student G1.http://www.pinterest.com
interaction
G2. Concept map G2. Concept mapping G2. Graphic organizer

G3. Eliminate double

negatives in sentences G3. Sentence correction G3. Grammar exercises G3. Grammar worksheet

G4. Paraphrase a given text

accurately G4. Text paraphrasing G4. Text paraphrasing G4. Grammar worksheet

H1. Participate actively in a

forum
5 days H2. Determine how literary
techniques are used to
reach an intended audience
H1. Role play H1. Video viewing, group H1. Video clip, scoring rubrics
brainstorming
H2. Recitation H2. Literary analysis H2. Literary piece

H3. Use cases of pronouns

correctly H3. Grammar check H3. Grammar exercises H3. Grammar worksheets

H4. Write an independent

critique of a literary H4. Literary critique H4. Literary analysis H4. Literary piece
selection
 A. English for the 21st Century Learners
by: Rina Garcia Chua
Ma. Victoria Bernardino- Viloria
Nerissa O. Zara

Copyright 2016
Diwa Learning Systems Inc.

B. References:
English for the 21st Century Learners Textbook
English for the 21st Century Learners Teacher’s Manual

C. Online Sources:

https://www.google.com
https://www.youtube.com

IV. Subject Requirements

 Grading System
Components:
Written Works- 30%
Performance Tasks- 50%
Quarterly Assessment- 20%
  Attendance/ Absence Policy

 A student is expected to be inside the classroom during the class schedule.

 A student who arrives 15 minutes late after the opening prayer is considered late.

 Academic Honesty

A student caught cheating for the first time is given a warning; in the second offense, the student is reprimanded; and in the third and last offense,
the student is referred to the SAS office.

 Classroom Conduct

A student is expected to fulfil the duties and responsibilities expected of him/her bearing with him/her the University’s core values.

Prepared by: Reviewed: Approved:

Ms. Letlie S. Semblante Mrs. Maura A. Villamor Dr. Ernesto L. Alolor

Subject Teacher Principal VPAA