La Salette of Cabatuan

Cabatuan, Isabela
SY 2020-2021

Compliance/Completion of School Curriculum Requirements

RATIONALE:

Language is the basis of all communication and the primary instrument of thought. Thinking, learning,
and language are interrelated. Language is governed by rules and systems (language conventions) which
are used to explore and communicate meaning. It defines culture which is essential in understanding
oneself (personal identity), forming interpersonal relationships (socialization), extending experiences,
reflecting on thought and action, and contributing to a better society. Language, therefore, is central
to the peoples’ intellectual, social and emotional development and has an essential role in all key
learning areas1 .

Language is the foundation of all human relationships. All human relationships are established on the
ability of people to communicate effectively with each other. Our thoughts, values and understandings
are developed and expressed through language. This process allows students to understand better the
world in which they live and contributes to the development of their personal perspectives of the global
community. People use language to make sense of and bring order to their world. Therefore, proficiency
in the language enables people to access, process and keep abreast of information, to engage with the
wider and more diverse communities, and to learn about the role of language in their own lives, and in
their own and other cultures.

COURSE DESCRIPTION:

The K-12 Language Arts and Multiliteracies Curriculum is anchored on the following language acquisition,
learning, teaching and assessing principles. All languages are interrelated and interdependent.
Facility in the first language (L1) strengthens and supports the learning of other languages (L2).
Acquisition of sets of skills and implicit metalinguistic knowledge in one language (common underlying
proficiency or CUP) provides the base for the development of both the first language (L1) and the second
language (L2)2. It follows that any expansion of CUP that takes place in one language will have a
beneficial effect on the other language(s). This principle serves to explain why it becomes easier and
easier to learn additional languages.
An effective language arts and multiliteracies curriculum satisfies the following principles.

1. develops thinking and language through interactive learning; 2. develops communicative competence and
critical literacy; 3. draws on literature in order to develop students’ understanding of their literary
heritage; 4. draws on informational texts and multimedia in order to build academic vocabulary and
strong content knowledge; 5. develops students’ oral language and literacy through appropriately
challenging learning; 6. emphasizes writing arguments, explanatory/informative texts and narratives; 7.
provides explicit skill instruction in reading and writing; 8. builds on the language, experiences,
knowledge and interests that students bring to school; 9. nurtures students’ sense of their common
ground in using language/s for communication as present or future global citizens to prepare them to
participate in school and in civic life, and; 10. assesses and reflects the students’ ability to
interpret and/or communicate in the target language.

The curriculum has five (5) components. Each component is essential to the learners’ ability to
communicate effectively in a language leading them to achieve communicative competence and
multiliteracies in the Mother Tongue, Filipino and English. The heart and core of LAMC is making meaning
through language and aims to develop graduates who are communicatively competent and multiliterates.

Component 1 illustrates learning processes that will effect acquisition and learning of the language. It
explains the HOW of language learning and therefore serves as guiding principles for language teaching.

Component 2 describes knowledge and skill areas which are essential to effective language use
(understanding of cultures, understanding language, processes and strategies) which will be developed
through language arts (macro-skills).

Component 3 shows the interdependence and interrelationships of the macro-skills of the language
(listening, speaking and viewing; reading, viewing and responding; writing and representing) and the
development of thinking skills (critical thinking, creative thinking and metacognition) allowing
students to make meaning through language.

Component 4 explains the holistic assessment of the Language Arts and Literacy Curriculum which serves
as feedback of its effectiveness to students, teachers, school administrators, and curriculum
developers.

SUBJECT OBJECTIVES IN VIEW OF ONLINE DISTANCE LEARNING:

 Quarter Learning Content Learning Learning Performance Learning
Competencies Materials Tasks Appraisal
Quarter 1 1.Modals Used in 1.Express -Google Classroom -Hand Crafted Overall Student
Expressing: permission, -Computer Brochure Performance for
A. Permission obligation, and -Camera - First Quarter
B. Obligation prohibition using -Power Point Argumentative Average-49.69/70
C. Prohibition modals. Presentation Essay points
-video clips Median-52/70
2. Expressing 2.Use of points
Arguments using conditionals in Range-15-70
Conditionals expressing points
arguments.
3. Communicative Least-mastered
Styles: 3.Employ the Competencies
A. Intimate appropriate Employ the
B. Casual communicative styles appropriate
C. Conversational for various communicative
D. Consultative situations styles for
E. Frozen (intimate, casual, various
conversational, situations
consultative, (intimate,
frozen). EN9G-IIe-20 casual,
conversational,
consultative,
frozen). EN9G-
IIe-20

Action Taken
-remediation
-reteach
QUARTER 2 1. Auld Lang Syne Analyze literature -Google Classroom - Overall Student
Lyrics I Think as a means of -Computer Infograraphic Performance for
Continually of valuing other people -Camera -Narrative First Quarter
Those Who Were and their -Power Point Paragraph Average- 16.82/80
Truly Great various Presentation Writing points
circumstances in -video clips Median- 18/80
2. Martin Luther life points
King Jr. on EN9LT-IIb-15 Range- 4-22
Greatness points
Compare and contrast
3. Adverbs similar information Least-mastered
presented in Competencies
4. Narrative different Use adverbs in
Paragraph Texts narration
EN9RC-IIa-3.2.7 EN9G-IIa-19
5. Intimate,
Casual, Share personal
Conversational, opinion about the
Consultative, ideas presented in Action Taken
Frozen the material -remediation
Conversation Viewed -reteach
EN9VC-IIg-23
6. The Man with
the Hoe Use adverbs in
narration
EN9G-IIa-19

Use adverbs in
narration
EN9G-IIa-19

Give the appropriate

communicative styles
for various
situations
(intimate, casual,
conversational,
consultative,
frozen)
EN9V-IIa-27

Analyze literature
as a means of
valuing other people
and their
various
 circumstances in
life
EN9LT-IIb-15
QUARTER 3 1. “The EN9WC-IIIa-9: -Google Classroom -Infographics Overall Student
Telephone” by Compose forms of -Computer -Synopsis Performance for
Edward Field literary writing -Camera Writing First Quarter
-Power Point Average-
2. “Sorry, Wrong EN9LC-IIIi-8.2: Presentation 37.09/70 points
Number” (A Radio Judge the relevance -video clips Median- 39/70
Play) by Lucille and worth of points
Fletcher information/ideas Range- 12-52
points
3. Gerund and EN9LT-IIIa-16:
Its Uses Analyze literature
as a means of Least-mastered
Infinitives connecting to the Competencies
Participle world EN9G-IIIa-21:
Use verbals
4. Elements of EN9LC-IIId-6.5:
One-Act Play Provide appropriate
and critical
5. Writing a feedback/reaction to Action Taken
Plot Summary a specific -remediation
context or situation -reteach

EN9G-IIIa-21: Use
verbals

EN9LT-IIIa-20.1:
Explain how elements
specific to a one-
act play contribute
to the
development of its
theme

EN9LT-IIIa-16.1:
Identify the
 distinguishing
features of Anglo-
American one-act
plays

EN9WC-IIIb-9.4:
Identify types and
features of a play
synopsis

EN9WC-IIIe-9.5: Use
literary devices and
techniques to craft
a play synopsis

EN9LC-IIId-6.5:
Recognize faulty
logic, unsupported
facts, and emotional
appeal

EN9VC-IIId-4.3/5.3:
Analyze the
information
contained in the
material viewed

EN9LT-IIIe-16:
Analyze literature
as a means of
connecting to the
world

EN9V-IIIe-29: Get
familiar with the
technical

Prepared by:
ACEYORK F. CLARO
Teacher

Submitted to:

LUZVIMINNDA E. SUNGA
Principal

Noted by:

FR. MANUEL R. MEDINA, MS

Director