Preschool and Elementary Department School Year 2020-2021: Angono Private High School

ANGONO PRIVATE HIGH SCHOOL
Preschool and Elementary Department

School Year 2020-2021
ENGLISH 1
COURSE OUTLINE
First Quarter Second Quarter Third Quarter Fourth Quarter
PHONOLOGY PHONOLOGY PHONOLOGY PHONOLOGY
 Relates spoken words to written symbols  Recognizes final and initial clusters or  Spelling using CCVC, CVCC  Recognizes long vowels in words ending in
 Names the letter of the alphabet for single blends (CVCC and CCVC) words such as silent e
sound heard  Recognizing rhyming words e.g.,
 Recognizes all initial and final consonant  hill, miss, sick (one sound) rat = rate
sounds (single sounds and blends up to first  band, card, ink, carp (two sounds)  Sight Words (1st 100 Words (Set C) mad = made
vowel in word)  r-blends ( brag, crab, drop, frog) pan = pane
 Identifies likenesses and differences in  s-blends (scar, stop, smog)
sounds and structure of words  l-blends ( flag, clap, glad, play)
 Identifies rhyming words; decodes words
with the same phonogram/phonemic pattern  Sight Words (First 100 Words Set B)
(at, cat, bat)
 Recognizes short vowels in one-sylllable
words and substitutes different vowels to
form new words
(bad: substitute e = bed)
 Substitutes initial consonant to form new
words
 Substitutes final consonant to form new
words
 read CVC words
 differentiate pronunciation of
minimal pairs such as
cab cub cob
mad mud mod
cat cut cot
bad bed bud, etc.
 spelling using CVC words
 identifies compound words
using CVC (catnap, bedbug)
 Sight Words (First 100 Words Set A)
 Recognizes endings : s, es, ed, ing
1
LISTENING AND READING COMPREHENSION
 Relates printed words to objects or actions
 Uses pictures and context clues for meaning The standards are arranged developmentally. Not all the
 Recalls the main idea of what has been read aloud skills can be targeted in the beginning quarter but
 Recalls details in the story
 Identifies main characters and settings critical skills may be targeted in every quarter in a
 Arranges increasing number of events in sequence spiraling manner to ensure mastery.
 Predicts events in a story
 Relates readings to personal experience before, during, and after reading
 Draws conclusions from given facts (e.g., What do you think happened then?)
 Describes characters’ feelings
 Discusses feelings evoked by the story
 Uses commas, end punctuations, and quotation marks as clues to meaning
 Makes comments and asks questions that indicate involvement with characters and story line.
 Tells whether the story is factual or fanciful (true to life or make-believe)
 Follows printed directions (e.g., Find the boy’s house)

 Reads to find information
VOCABULARY BUILDING VOCABULARY BUILDING VOCABULARY BUILDING VOCABULARY BUILDING

 New words from stories read  Opposite words such as tall and short,  New words from stories read  New words from stories read
 New words from phonics study big and small, etc.  New words from phonics study  New words from phonics study
 Days of the week, months, numbers,  Different colors and shapes, numbers  Names of different fruits and  Names of animals and their young
 Parts of the body up to 100 vegetables  Arranging 3 words alphabetically
 Common names of people like  New words from stories read  Arranging 3 words alphabetically according to first letter (distant from
aunt/uncle, etc.  New words from phonics study according to first letter (moderate one another)
 Names of animals and their young  Synonyms and Antonym s distant from one another)
 Naming community helpers
and common places in the community
 Finding meaning using picture clues
 Arranging 3 words alphabetically
according to first letter (not so distant
from one another)
DEVELOPING FLUENCY DEVELOPING FLUENCY DEVELOPING FLUENCY DEVELOPING FLUENCY
 Choral speaking and echo reading of  Demonstrates increase in speed in  Dramatizing simple story
short poems, rhymes, and stories reading  Participating in a Reader’s Theatre  Recites in a chorus a memorized chant
 Reciting a simple poem Pitta Patta by  Reciting poem clearly and expressively  Reading simple sentences clearly
Ken Nesbitt or Mine by Lilian Moore or Twelve Tiny Tadpoles by Paul King and observing punctuation marks The Little Red Hen
rhymes from Mother Goose  Reciting tongue twister clearly and
accurately
2
GRAMMAR GRAMMAR GRAMMAR GRAMMAR

- categorizing nouns Gender of nouns - masculine, feminine Sentence and Non-sentences
VERBS
- noun markers a and an among humans  Simple sentences
- common action words  Telling and asking sentences
Common and proper nouns - answering the question:
PRONOUNS
- using capital letters for names of WHAT DO YOU LIKE TO DO?
people, places, days, and months - Personal Pronouns
I, he, she, it they, we - simple present tense in agreement with
Singular and plural nouns the singular or plural subject
- using s es and ies - Demonstrative pronouns
This, That, These, Those - answering in the present progressive
Linking verbs is and are (without tense the question:
naming linking verbs) - Interrogative pronouns WHAT IS ____ DOING?
who, what, where, when or
Demonstrative pronouns This, That, exposure only without naming WHAT ARE THE ___DOING?
These, Those (without naming the kind of pronoun
demonstrative pronouns) - doubling of letters in some words such
ADJECTIVES as running, swimming, putting, clapping
- common descriptive adjectives (including spelling)
2COMMUNICATION COMMUNICATION COMMUNICATION COMMUNICATION
 Gives information about oneself  Participate in discussion or retelling of a  Uses English to seek and give  Participates actively in the discussion
 Uses polite expressions when story directions of materials read
speaking  Begins to ask questions based on  Follow directions
 Expresses one’s needs as in “May I selections read  Converses in English with teacher and
go to the comfort room?”  Engages in conversation in English classmates
 Follows directions
WRITING WRITING WRITING WRITING

 Write and form letters correctly and  Write simple SVC sentences using  Demonstrating improvement in writing  Writing simple sentences to
legibly using print nouns/pronouns + linking verb + adjective strokes, spacing, and size express personal feelings
pattern
 by copying words from the board  Write simple sentences based on
to the notebook  Write a simple Christmas card for pictures.
 by writing words dictated by the parents and teachers
teacher
 Write a simple Teacher’s Day greeting

to teacher guided by a pattern
3

ENGLISH 2
COURSE OUTLINE

 Produces the consonant blends in  Identifies forms and sounds of  Decodes long e and i sounds of y
isolation: consonant digraphs in initial position  Decodes words in which the vowels
bl, br, cl, cr, dr, fr, fl, gl, gr, mo, nd, pl, sh ch ph th wh are long.  Decodes vowel dipthongs
pr, qu, sc, sl, st, str, sw, scr, sm, sn, sp,  oi, oy, ou, ow, ew
 Identifies forms and sounds of
sk, spr, tr, tw, thr, -nt, -nk, -st.  Identifies multiple sounds of long a
consonant digraphs in final position
sh ch gh ng th
 ei as weigh  Decodes vowel digraphs or vowel
 Decodes words with final and initial  ai as daisy teams
consonant blends.  Identifies forms and sounds of  ay as day  oa, ai, ay, ee, ea, ie, ei
 Substitutes initial consonant blends to consonant digraphs in medial  ey as they
form other words. position (e.g., wishing, bathing,  Decodes words with vowel
 Substitutes initial consonant blends to singer)  Decodes words in which the final silent digraph/vowel team irregularities
form other words. e is dropped before adding ending ing (e.g., heart, bread)
 Decodes four- and five-letter words that  Decodes consonant variants
(e.g. smoke, smoking, bake, baking)
have short-vowel sounds (s -- has, see)  Identifies sounds of a followed by
(g -- garden, large) l, w, or u.
 Spelling using CVC, CCVC, CCVCC (c -- music, ice)
 Identifies plural endings, irregular  Decodes words in which the vowel is

plurals and ‘s possessives. controlled by r (far, fur, bar, more)
 applied to rhymes, syllabication,
and spelling
1
LISTENING AND READING COMPREHENSION COMPREHENSION
 Identifies parts of a book and its contents  GENRE The standards are arranged developmentally. Not all the
 Predicting story through pictures and front cover of a book  Play skills can be targeted in the beginning quarter but
 Skims for information  Fable critical skills may be targeted in every quarter in a
 Makes judgment from given facts  Poem
 Expository Text
spiraling manner to ensure mastery.
 Draw conclusions, answering such questions as “What do you think happened
next?”
 Begins to use contextual clues to determine the meaning of a new word
 Interprets simple figurative expressions  POEM
 Interprets feelings of characters in stories  A Bird Came Down by Emily Dickinson
 The Owl and the Pussycat
 Recognizes the stereotyping of people in stories
 Others
 Retells characters, events, settings, problem and solution
Please identify or add selections for each genre.

 Identifies new words  Identifies root/base words in inflected  Names related to plants and flowers  Names of animals and their young
from stories read forms of known words  Names of different fruits and  Words for body movements
from phonics (e.g., help, helpful; dark, darkness, vegetables
related to self and family happy, unhappy, call, recall)  Finding meaning using picture and
male and female animals  Decode suffixes (e.g., less, ful, ness, context clues
related to climate and weather er, est, ly)  Synonyms and antonyms
 Decode prefixes (e.g., un, re, dis, pre,
 Identifies synonyms and antonyms pro)
 Forms compound word with two known  Words related to Christmas

words (e.g., baseball) especially culture-bound words like sleigh,
reindeer, etc.

 Reading simple sentences clearly  Participating in Reader’s Theatre as  Demonstrates increase in speed in
and observing punctuation marks narrator or character (The Christmas  Reciting chants, tongue twisters clearly reading
 Reading a paragraph with Story) and accurately  Participates actively in the discussion
moderate speed clearly and of materials read
correctly and observing the One Hungry Monster by Susan
punctuation marks. Heybour O’Keefe
 Reciting tongue twisters and
rhymes The Little Red Hen chant
2

FORM PRONOUNS VERBS PREPOSITIONS
 Sentence vs. non-sentence - Personal pronouns he, she, it they, we,  Action words  Prepositions of Time
 Telling and Asking Sentence you, I, me, us  Simple present (in agreement with  Prepositions of Place
-Demonstrative pronouns (review) nouns plural and singular)
NOUNS formed by adding s, es, ies to the noun as in :
- categorizing nouns - Possessive pronouns (his-her, his-hers, live in, live on, live at
 noun markers a and an my-mine-yours, their-theirs, our-ours) Past progressive ( using helping verbs born in, born on, born at
 Common and proper nouns was, were )
 using capital letters for names of  use of their, there, they’re
people, places, days, months, titles
of books, stories, and formal titles
ADJECTIVES
 Singular and plural nouns - descriptive adjectives
- using s, es, and ies - limiting adjectives
* cardinal adjectives
 Helping verbs is and are * ordinal adjectives
 Gender of Nouns
 Masculine and feminine
COMMUNICATION COMMUNICATION COMMUNICATION COMMUNICATION
 Giving information about self  Asking permission  Begins to explain how things are
using may, can, and please done by steps
 Participating in a prepared dialogue  Converses in English with teacher
with a partner and classmates

 Writing in print with the correct  Writing sentences using new  Sentence completion  Writing 5 related sentences
stroke, size, and spacing vocabulary words  Copying paragraphs from a sample  Retelling a story through writing
 Filling up blanks in a sentence with  Writing a sentence dictated by the
the correct word or group of words  Filling up dialogue bubbles teacher
 Writing simple sentences
 Writing a prayer  Filling up blanks in a poem using
rhymes
3

ENGLISH 3
COURSE OUTLINE
 Uses phonetic clues to recognize  Recognizes silent vowels in words  Decodes silent k in know  Divides two-syllable words
words  Uses vowel digraphs correctly  Decodes silent gh in through  Hyphenates words using syllable
 Identifies the beginning, middle, and  Decodes words ending in ED in the  Decodes dg in edge rules
ending sounds of each word given past tense as in lifted, played, walked  Decodes vowel digraphs that have 
orally  Knows when to double the final different sounds
 Uses consonant digraphs as an aid to consonant before adding ing For example:
attack words OO as in book, loose
 Identifies and pronounces words OST as in most, lost
containing diphthongs (ou, ow, oi, oy) OW as in low, cow
READING AND LISTENING READING AND LISTENING READING AND LISTENING READING AND LISTENING
COMPREHENSION COMPREHENSION COMPREHENSION COMPREHENSION
 Recognizes the structure of the plot  Interpret descriptive words and phrases  Reads for a definite purpose: to enjoy,  Reads literary, informational, and
 Answers specific questions about the  Makes inferences about material read to obtain answers, and to obtain practical materials for a variety of
materials read.  Draws logical conclusions general idea of content purposes
 Identifies relationships among  Follows written directions  Distinguishes between fantasy and  Composes own questions about
characters in a story reality, fact and opinion material read
 Finds the main idea or lesson of the  Selects an appropriate title after
text read reading an untitled text
 Selects facts to support main idea,
lesson, theme, or moral in a variety of
prose (fairy tales, tall tales, fables,
legends, and myths)
 Reads root words and recognizes  Identifies words related to time such as  Recognizes the meanings of words  Selects the meaning that fits best
prefixes and suffixes (er, est, ing, ed, decade, century, fortnight used different contexts (homonyms) according to the context in which the
es, ly, un, re, less)  Recognizes contractions word is used
 Finds meaning through synonyms and  Recognizes the use of apostrophe to
antonyms show ownership

- Talking about oneself  Share a book  Reciting a poem  Dramatization
- Reading Relay / Read Alouds  - Read alouds My Dog Plays the Piano
 - Reciting a poem from memory by Ken Nesbitt
The Owl and the Pussycat - Reader’s Theatre
By Edward Lear
NOUNS VERBS ADJECTIVES SENTENCE
 Regular and Irregular Plural Nouns  Simple Present Tense of Verbs  Kinds of Adjectives  Parts of a Sentence
 Word groups f - v such as life-lives,  using s, es, ies  Degrees of Comparison of Adjectives  Kinds of Sentences
leaf-leaves  using time indicators such as  Synonyms and Antonyms  Declarative, Interrogative,
 Word groups that change spelling always, every day, all the time, Imperative and Exclamatory
such as man-men, woman-women daily, etc. ADVERBS
 used in conjunction with linking  Adverb of Manner
verbs and action verbs  Simple Past Tense of Verbs  Adverb of Time
 Noun Abbreviations  using d, ed, ied  Adverb of Place
 Possessive Nouns  using time indicators such as
 Use of ‘s or s’ yesterday, last year, a month ago,
etc. PREPOSITIONS
PRONOUNS ( in, on, to, from)
 Subject and Predicate Pronouns  Simple Future Tense
 Possessive Pronouns  use of will, shall, might, may
 Demonstrative Pronouns  use of time indicators such as next
 Cases of Pronouns year, tomorrow, in a year’s time,
etc.

- conducting an informal interview - Participating in a dialogue - reporting an event observed or  Reporting using graphs
- leading a prayer - Explaining diagrams experienced

- writing a dialogue, a short informal letter - writing an essay on a topic of choice  Writing directions  Personal takes or reflection
- formulating interview questions

ENGLISH 4
COURSE OUTLINE
 Decodes words that use the vowel  Uses the dictionary as an aid to  Decodes root words and affixes
digraphs ei and ie attacking and pronouncing new words  Negation ( un, im, mis, dis)
 Decodes OUGH as “bough,” “cough,”  Time ( pre, post, re)
“thought,” “through”  Number ( uni, bi, tri)
 Decodes -SION, -TION, -CION
pronounced as “shun”
 Describes times, places, characters,  Understanding POETRY  Understanding and classifying different  Understanding and identifying
and sequence of action in a story through the study of sound text types as descriptive, narrative, and authentic text vs. literary text vs.
devices and figures of speech expository informational text
 Uses graphic organizers to plot the  Interprets literal and figurative  Understanding enumeration,  Understanding product labels and
story or story elements language description, and problem-solution text pamphlets
 Understanding graphs and other  Understanding news report as a
 Predicts possible endings based on  Summarizes main ideas and selects organizers specialized form of narrative
previous events n an unfinished facts to support main ideas  Making generalizations  Understanding news feature story
selection  Identifies the subtopics of a selection  Compares information from different
sources
 Recognizes the theme of the text  Compares and contrasts selections  Finds factual and inferential information
in answer to questions
 Differentiating fact from. opinion

 Uses context clues to find meaning  - Using the thesaurus Decodes root  Recognizes and uses words that signal  Selects the meaning of a specific word
 Uses a dictionary to find meaning of new words and affixes relationships (and, or, except, still, but, when the meaning is implied but not
words furthermore, especially, in this way, stated
 Reads synonyms, antonyms, homonyms  Negation ( un, im, mis, dis) such as, on the other hand)  Syllabicates and finds meaning of
correctly at independent reading level  Time ( pre, post, re) Sesquipedalian words such as
mathematician, competition,
 Number ( uni, bi, tri)
impoverished
1

 Dyadic communication as in Intonation to show feeling, intention, Using phrasing and pausing Read aloud expressively
telephone conversation and emphasis. during read alouds Increased speed in reading and
 Group discussion of current issues clearer pronunciation
 conversation Observing punctuation marks such as
commas and periods
NOUNS VERBS ADJECTIVES
 more irregular plural nouns  Simple Past Tense of Verbs SENTENCE
 degrees using regular and irregular
that change spelling like louse-  Regular verbs that add d, ed, ied in  kinds
forms
lice, ox-oxen, etc. the past tense (review)  simple vs. compound
 order
or those that do not change as in
deer, sheep, scissors, pants, etc.  Irregular verbs that change spelling ADVERBS CONJUNCTIONS
 count nouns and mass nouns or do not change spelling in the  as connectors
including counters like a spoonful  Adverb of Manner
past tense
of sugar,  Adverb of Time
a cup of coffee, etc.  Linking verbs in the past tense  Adverb of Place
 Compound subject PRONOUNS (review) PREPOSITIONS

used with linking verbs  Antecedents  simple
and action verbs in the present  Subject, object  compound
tense  Indefinite pronouns
 Interrogative pronouns
 abstract noun and concrete noun  Forming questions

 Using polite expression in agreeing  TV reporting  Reporting on a group project such  promoting products
or disagreeing in a discussion as problem-solution
 Creating verbals or copywrite in
advertisement
 Reflection journals  Writing sentences in the  Using time Order  Feature story
different tenses  Using punctuations

ENGLISH 5
COURSE OUTLINE
PHONOLOGY
 Applies phonetic principles and structural analysis skills in combination with context clues to read unfamiliar words
 Uses phonetic clues to accent, spell, and syllabicate unfamiliar words
 Understanding varied text through the  Distinguish Text Types  Distinguish text types according to  Understanding various text types
story elements, theme, characterization, o To Classify purpose o Enumeration
inferring, summarizing, discriminating o To Recall Series of Events - To Persuade o Time Order
fantasy from reality, and identifying o To Explain - Problem and Solution
author’s purpose - Cause and Effect  Using graphic organizers
 Identify signal words - Comparison and Contrast
 Analyzing a poem  Identify informational text types  Making generalizations
 Understanding figures of speech  Distinguish fact from opinion  Provide evidence to support
 Main idea and supporting details understanding  Summarizing information
 Make generalization  Infer author`s mood, purpose and point of
view
 Make an outline
VIEWING VIEWING VIEWING VIEWING
 Different forms and conventions of films  Understanding visual media  Understanding visual media  Understanding visual media
and moving pictures - Infer target audience - Determine stereotypes, - Determine stereotypes,
 Various types of viewing materials - Infer the purpose of visual media - propaganda, and point of view propaganda, and point of view
- Analyze visual and
multimedia elements
 Uses sound devices, context clues,  Understands the meaning of figures of  Understands the connotation and  Uses appropriate words in context
synonyms, and antonyms to find meaning speech denotation of words using context clues given the meaning of the words
of unfamiliar words  Uses words with multiple meaning in
 Uses roots words and affixes to form new correct context
words
 Word Formation Process
 Compounding
 Clipping

 Oral Reading  Reader’s Theatre - Participating in a round-table  Read Aloud
- Reading meaningfully by observing discussion (95-100%)
punctuations marks
- Self-correcting when reading
 Read Aloud Level (95-100%)
 Read Grade level (118 words correct
per minute)
NOUNS VERBS  CONJUNCTIONS
 Latin plural forms such as cactus - cacti, - principal parts of a verb  SENTENCES  SENTENCES
bacterium-bacteria * base form - Parts (review) - Kinds of sentences according to
larvae - larva * past tense - Inverted sentence purpose
- plural form of more irregular nouns * past and present participle - Intervening phrases  Asking Permission
- subject-verb agreement  Making Requests,
 capitalization of proper nouns - kinds according to use  Responding to Questions
* transitive and intransitive  Kinds of sentences according to  Giving Directions
PRONOUNS - progressive aspect of verbs structure  Giving Information
- review of subject vs object emphasis on I - perfect aspects of verb - Simple  Giving Explanations
and me, he and him, she and her, we and - Compound  Expressing Opinions and
us ADJECTIVES - Complex Emotions
- review of reflexive and intensive - degrees (review)
pronouns
 Use of formal and informal English  Provide accurate instructions  Remind others to stay on topic  Use of appropriate facial expressions,
 Recounting events  Give precise information  Link comments to remarks of others movements and gestures
 Use of appropriate facial expressions  Ask questions  Use appropriate strategies to keep
 Respond to ideas and opinions discussion going
 Provide evidence to support fact
 Make a stand
 Create outline using a graphic  Create outline using a graphic  Create outline using a graphic  Creating outline using a graphic
organizer organizer organizer organizer
 Write a 2-3 paragraph composition  Write 3 paragraphs showing the main  Write 3 paragraphs showing cause and  Write 3 paragraphs giving explanations
based on prepared outline idea and supporting details effect  Revise writing for clarity
 Revise writing for clarity  Revise writing for clarity  Revise writing for clarity o Correct Spelling
- Correct spelling - Correct spelling - Correct spelling o Punctuation Marks
- Punctuation marks - Punctuation marks - Punctuation marks o Transition/Signal Words
- Transition/Signal Words - Transition/Signal Words - Transition/Signal Words
 Fill out forms
2
ENGLISH 6 COURSE OUTLINE

PHONOLOGY
 Uses a repertoire of word-attack skills to decode, syllabicate, spell, and find meaning
 Summarizes the main conflict in a story,  Understands varied text such as essay,  Understands various text types  Identifies the basic elements of a news
giving the underlying causes of the story, editorial, script through the study - Enumeration story (who, what, where, when, why, and
conflict and the evens that contributed to of its basic elements (with focus on the - Time-Order(Sequence, Process, how)
the conflict purpose of the author) Recount)  Analyzes and describes the point of view
 Describes the rising action, climax, and  Compares reading selections as to - Comparison and Contrast in an editorial
falling action in a story suitability for a given purpose  Understands poetry and poetic devices
 Recognizes transitional paragraphs that (dramatization, reading to others, or  Understands propaganda devices esed  paraphrases poetry
connect chapters, sections, and inclusion in a bibliography) by speakers or writers  Identifies the mood of the selection
episodes  Understands different types of and the words or phrases that
 Recognizes the elements of informational/factual text  Understands the nature and use of visual establish the mood
characterization (presentation of the  Gathers and organizes information from text  Interprets colloquial and figurative
characters, completeness of characters, various sources expressions
function of the characters, and - Primary and Secondary Sources  Identifies the mood of the selection
relationships with other characters and the words or phrases that
 Recognize that traits of characters may establish the mood
change in the course of the story  Interprets colloquial and figurative
 Identifies the mood of the selection and expressions
the words or phrases that establish the
mood
 Interprets colloquial and figurative
expressions
VIEWING VIEWING VIEWING VIEWING
 Forms and conventions of film and  Inferring the target audience  Distinguishing fantasy from reality in film  Determining images and ideas that
moving pictures influence viewers
- Propaganda
- Point of view
- Stereotypes
 Building words through affixes (review)  Infer meaning of borrowed words and  Using Dictionary, Thesaurus, and Online  Using all acquired vocabulary
including the study of Greek and Latin content specific terms using different Resources strategies
roots vocabulary strategies
(link to terms in Math, Science,
 Finding meaning using figures of speech and Health )
and figures of sounds
 synonym, antonym, and word association  Understand dictionary and thesaurus
entries
 words with multiple meanings

 Oral Reading with increased speed  Dialogue  Read Alouds of speeches with focus on  Delivering a topic-based impromptu
and accuracy  Techniques in reciting a word emphasis and pause remark
 Dramatization memorized poem
The Road Not Taken
by Robert Frost
NOUNS VERBS ADJECTIVES
Noun phrase  All aspects including CONJUNCTIONS (review)
- Order of Adjectives (review)
present, past, future (review)
 Gerunds progressive tenses ADVERBS (review) SENTENCE (review)
- manner, place, time
PRONOUNS MODALS - intensity/degree  Quotation Marks
 All kinds and cases (review) - frequency
PREPOSITIONS  Different Writing Styles
- more verb-specific prepositions
KINDS OF PARAGRAPH
 conducting an interview  Strategies of an effective group oral  Dialogue  Group report of a Book or Film review
report  Debate and argumentation
 Effective speaking strategies according
to audience and purpose
 Research and preparation of  Research and writing of a report on an  Writing a Paragraph  Essay
interview questions assigned topic - Comparison and Contrast - Narrative
 Writing an Editorial Article on a topic - Problem and Solution - Descriptive
or issue of interest - Cause and Effect - Expository
 Writing a 3-4 line Stanza Poem - Persuasive
 Writing a Book Report
 Making a Film Review

Preschool and Elementary Department School Year 2020-2021: Angono Private High School

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Preschool and Elementary Department School Year 2020-2021: Angono Private High School

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ANGONO PRIVATE HIGH SCHOOL