Saint Louis University

Laboratory High School – Junior High

CURR DOC #1

SUBJECT ALIGNMENT

SUBJECT: English GRADE LEVEL: 8 UNIT #: 1

ENRICHED ENRICHED LOUISIAN LEARNING TARGET ASSESSMENT: STRATEGIES TARGET

CONTENT LEARNING CORE PACKET 1 K – Distinguish Critiquing : PERFORMANCE
STANDARD: COMPETENCIES VALUES: TOPICS the different literature as a Online/ library TASK
The learner : Christian Spirit (with Sub-topics): forms and means of research and (MINI TASK
demonstrates Create a poetry Literature features of understanding investigation on IN LP2):
understanding of: unfolding the Social Discussion on African and appreciating the different Compose an
African literature distinctive features Involvement African literature. the literature in features of acrostic poem
as a means of of African literature. Literature: African countries African presenting the
exploring forces Creativity Forms and S – Apply the literature distinctive features
that human beings Features conventions in of African
contend with; Organize ideas Competence writing by literature using
various reading effectively using composing an cohesive devices.
styles vis – à-vis appropriate cohesive Justice and original
purposes of devices. Peace informative
reading; prosodic literary piece.
features that serve Engaged
as carriers of Citizenship A – Discover
meaning; ways by literature as a
which information Youth means of
may be organized, Empowerment understanding
related, and others’ culture
delivered orally; and of
and parallel developing
structures and sensitivity and
cohesive devices in diversity.
presenting
information.
ENRICHED LEARNING TARGET Sentence/ Video analysis
PERFORMANC PACKET 2 K – Distinguish paragraph on different
 Saint Louis University
Laboratory High School – Junior High

CURR DOC #1
E STANDARD: TOPICS the different analysis and vlog tutorials
The learner (with Sub-topics): cohesive devices. construction (Identifying the
transfers learning Cohesive Devices application of
by composing and S – Use cohesive
delivering an appropriate devices)
informative speech cohesive devices
based on a specific in organizing
topic of interest ideas.
keeping in mind
the proper and A – Appreciate
effective use of the importance of
parallel structures cohesive devices
and cohesive
devices and
appropriate
prosodic features,
stance, and
behavior.

SUBJECT: English GRADE LEVEL: 8 UNIT #: 2

ENRICHED ENRICHED LOUISIAN LEARNING TARGET ASSESSMENT: STRATEGY: TARGET

CONTENT LEARNING CORE PACKET 1 K– Interpreting/ Analysis of PERFORMANC
STANDARD: COMPETENCIE VALUES: TOPICS Differentiate Decoding messages different graphic E TASK
The learner S: Social (with Sub- the different implicitly/ organizers used in (MINI TASK
demonstrates Explain visual- Involvement topics): visual-verbal explicitly shown in books and IN LP2):
understanding of: verbal relationships Graphic illustrations tables, graphs and researches (tables, Write an op-ed
East Asian illustrated in tables, Creativity Organizers found in information maps maps, graphs, (opinion editorial)
literature as an art graphs, and  Tables expository diagrams or article expressing
form inspired and information maps Competence  Visual texts. charts) one’s view on a
influenced by found in expository Maps pressing social,
nature; texts Engaged  Graphs S – Analyze political,
relationship of Citizenship *Bar visual-verbal educational or
visual, sensory, Promote social relationships environmental
 Saint Louis University
Laboratory High School – Junior High

CURR DOC #1
and verbal signals responsiveness by Youth Graph illustrated in issue that affects
in both literary writing an op-ed Empowerment *Line tables, graphs, youth from East
and expository (opinion editorial) Graph and Asian countries
texts; strategies in article about an *Pie Chart information using opinion
listening to long environmental maps found in marking signals.
descriptive and issue affecting expository
narrative texts; youth. texts.
value of literal
and figurative A – Emphasize
language; and the significance
appropriate of visual-verbal
grammatical illustrations in
signals or expository texts
expressions and in real life.
suitable to
patterns of idea
development.

SUBJECT: English GRADE LEVEL: 8 UNIT #: 3

ENRICHED ENRICHED LOUISIAN LEARNING TARGET ASSESSMENT: STRATEGY: TARGET

CONTENT LEARNING CORE PACKET 1 K – Identify Sentence analysis Sentence PERFORMANC
STANDARD: COMPETENCIE VALUES: TOPICS statements that construction E TASK
The learner S: Social (with Sub- appropriately (MINI TASK
demonstrates Use parallelism to Involvement topics): use parallel IN LP2):
understanding of: create coherence Parallel structures in Design an
Southeast Asian and balance in Creativity Structures words, phrases, advertisement
literature as writing. 1. Words and/or that promotes a
mirror to a shared Engaged 2. Phrases sentences. product or service
heritage; coping Create an Citizenship 3. Sentences that is timely and
strategies in advertisement of a S – Construct significant to what
processing textual product/ service Youth statements that is happening to our
information; that is timely and Empowerment utilize the society today.
 Saint Louis University
Laboratory High School – Junior High

CURR DOC #1
strategies in relevant to our correct
examining society. application of
features of a parallel
listening and structures in
viewing material; words, phrases,
structural analysis and/or
of words and sentences.
propaganda
techniques; and A – Manifest
grammatical the positive
signals for characteristics
opinion- making, of using
persuasion, and parallel
emphasis. structures in
the promotion
of cultural
heritage.
ENRICHED LEARNING TARGET Advertisement/ Propaganda
PERFORMANC PACKET 2 K – Compare Commercial Techniques
E TOPICS and contrast Analysis Discussion and
STANDARD: (with Sub- own opinions Comparison
The learner topics): with those
transfers learning Propaganda presented in the
by composing and Techniques given texts.
delivering a 1. Band -
persuasive speech wagon
based on an 2. Testimonial S – Utilize
informative essay 3. Plain Folks appropriate
featuring use of 4. Name opinion-
properly Calling marking signals
acknowledged 5. Transfer in sharing
information 6. Emotional ideas, thoughts
sources, Words and point-of-
grammatical views.
signals for
 Saint Louis University
Laboratory High School – Junior High

CURR DOC #1
opinion-making, A – Highlight
persuasion, and the essence of
emphasis, and being able to
appropriate differ facts
prosodic features, from opinions
stance, and through
behavior. marking
signals.

SUBJECT: English GRADE LEVEL: 8 UNIT #: 4

ENRICHED ENRICHED LOUISIAN LEARNING TARGET ASSESSMENT: STRATEGIES TARGET

CONTENT LEARNING CORE PACKET 1 K – Describe/ Sentence and : PERFORMANCE
STANDARD: COMPETENCIES VALUES: TOPICS Distinguish the paragraph Story telling TASK
The learner : Christian Spirit(with Sub-topics): different analysis (MINI TASK
demonstrates Create a comic strip Patterns of Idea patterns of idea Self-reflection IN LP2):
understanding of: that reflects one’s Social Development development. Create a comic
South and West philosophical and Involvement  General to strip to promote
Asian literature as religious beliefs Specific S – Use Christian values/
an expression of applying appropriate Creativity  Cause and appropriate beliefs by narrating
philosophical and patterns of idea Effect grammatical significant personal
religious beliefs; development. Competence signals or experiences
 Problem-
information flow expressions applying
in various text Organize ideas Justice and Solution suitable to each appropriate
types; reality, effectively using Peace  Comparison pattern of idea patterns of idea
fantasy, and correct cohesive and Contrast development. development.
opinion in listening devices. Engaged
and viewing Citizenship A – Express and
materials; word deepen Christian
decoding Youth faith by relating
strategies; and use Empowerment significant
of information experiences that
 Saint Louis University
Laboratory High School – Junior High

CURR DOC #1
sources, reflect one’s
active/passive values/ beliefs
constructions,
direct/reported
speech, perfect
tenses, and logical
connectors in
journalistic
writing.

ENRICHED LEARNING TARGET Outlining Reviewing the

PERFORMANC PACKET 2 K– rules on
E STANDARD: TOPICS Differentiate Sentence/ outlining
The learner (with Sub-topics): topic and paragraph
transfers learning Topic Outline and sentence writing/ analysis
by composing a Sentence Outline outlines
variety of
journalistic texts, S – Underscore
the contents of and apply the
which may be used rules in
in composing and outlining
delivering a
memorized oral A – Show the
speech featuring importance of
use of properly preparation and
acknowledged organization in
information any given
sources, situation
grammatical
signals for
opinion-making,
persuasion, and
emphasis, and
appropriate
prosodic features,
 Saint Louis University
Laboratory High School – Junior High

CURR DOC #1
stance, and
behavior.

Prepared by:

Mr. Jerrick P. Feria,LPT

Ms. Michelle M. Magbual, LPT

__________________________________
Name (with Signature) of Teachers

Reviewed and Approved by:

SHERENE T. CAGAOAN, LPT, MALED JOSELITO C. GUTIERREZ, LPT, PhD MARILYN L. BALMEO, LPT, PhD
Learning Area Coordinator. Assistant Principal Principal

Due Date to the LAC: August 10, 2021, 12nn Due Date to the Principal: August 11, 2021, 10am