CURRICULUM MAP

Subject: English

Grade Level: 8

Quarter: Fourth

Teacher: Ms. Rizza U. Gloria

UNIT TOPIC CONTENT PERFORMANCE PAULINIAN COMPETENCIES/ ACTIVITIES TRANSFER TASK

STANDARD STANDARD FORMATION SKILLS
STANDARD
Parts and The learners The learners transfer The learners The learners should be As a trusted news
Functions: demonstrate learning by: show able to: anchor, you have
understanding of: confidence in been asked to
reporting the conduct an interview
 Literary South and West Composing a variety news with high Identify positions of a  Broadcast to the new teachers
Text Asian literature as of journalistic texts, level of topic ing of St. Paul School of
an expression of the contents of excellence and  Write and San Antonio about
philosophical and which may be used genuine Identify positions of a Speak their experience and
religious beliefs; in composing and information (Be topic sentence  Listen to learning during the
information flow in delivering a honest and the Radio first year of teaching
various text types; memorized oral Trustworthy) Identify details that in the institution as
reality, and opinion speech featuring use support the topic part of the school
in listening and of properly sentence news paper or the
viewing materials; acknowledged Paulletin. The news
word decoding information sources,  Note explicit team leader also
strategies; and use of grammatical signals and implicit requests you to
information sources, for opinion-making, signals (like report the
active/passive persuasion, and cohesive information to the
constructions, emphasis, and devices) used students of St. Paul
direct/reported appropriate prosodic by the writer School of San
speech, perfect features, stance, and Antonio.
tenses, and logical behavior. Interpret and follow
connectors in instructions, directions,
journalistic writing. notices, rules and
regulations Goal: To report a
journalistic text
Use text type
knowledge (narrative in Role: News anchor
literature, instructions,
explanation, factual and Audience: Students
personal recount, of St. Paul School of
persuasive, expository) San Antonio
to process information
in a text Situation: As a
trusted news anchor,
Distinguish between you have been asked
general and specific to conduct an
statements interview to the new
teachers of St. Paul
Evaluate the accuracy School of San
of a given information Antonio

Draw conclusions from Product: Journalistic

a set details text

Synthesize essential Standard: Rudiments

information found in a of public speaking,
given text stage presence,
maintains audience
Predict what is to interest, clarity and
follow after a segment voice projection.
of a text listened to

Infer thoughts and

feelings expressed in a
text listened to
 Raise questions about
the text listened to

Judge the relevance and

worth of ideas
presented in the text
listened to

Summarize information
from the text listened to

Process speech
delivered by making
inferences from what
has been listened to

Analyze the elements

that make up reality
and fantasy based on a  Finding
material viewed Leads
 Sum it Up
Raised questions about  24 Hoursa
a particular aspect of a
material viewed

Compare and contrast

one’s
beliefs/convictions with
those presented in a
material viewed

Use various strategies

 Literary in decoding the
Genres meaning of words
Identify notable literary
genres contributed by
South and West Asian
writers

 Identify the
distinguishing
features found
in religious
texts, epics,
myths, drama,
and short
stories
contributed by
South and West
Asian writers  Writesho
p
Appreciate literature as  Journ
an expression of Time
philosophical and  Manuscri
religious ideals pt

Explain how the

elements specific to a
genre contribute to the
theme of a particular
literary selection

Express appreciation
for sensory images
used

Explain figurative
language used
 Determine key ideas,
tone, and purposes of
the author

Identify similarities and

differences of the
featured selections

 Journalist Explain how a selection

ic is influenced by
Writing culture, history,
environment
Identify features of
journalistic writing

Distinguish among
types of journalistic
writing (news report,
opinion article, feature
article, and sports news
article)

Compose journalistic
texts

 Use primary
and secondary
sources to
develop a topic
for journalistic
writings

Show respect for

intellectual property
rights by
acknowledging sources
of information in
journalistic writing

Use writing
conventions to indicate
acknowledgement of
sources

Use the correct

production of the
sounds of English when
delivering a manuscript
or memorized speech in
an oration, in a
dramatic monologue

Use the appropriate

prosodic features of
speech like pitch,
stress, juncture,
volume, and projection,
intonation and speech
rate

Deliver a
manuscript/memorized
oral speech with ease
and fluency before an
audience

Use effective non-

verbal communication
strategies: gestures and
body movements and
eye contact, etc.

Use appropriate
modifiers

Use appropriate logical

connectors for
emphasis
Use active and passive
constructions in
journalistic contexts

 Use past and

perfect tenses
in journalistic
writing

 Use direct and

reported speech
in journalistic
writing
 JOURNALISTIC TEXT

Excellent Satisfactory Developing Beginning

4 3 2 1

Relevant An exceptional example of The article presents factual The article presents some The article presents few
number 3 information and no facts and some opinions. It facts and more opinions. It
opinions. It answers the answers some of the 5W- fails to answer a majority
5W-1H questions. It 1H questions. Most details of the 5W-1H questions. It
contains relevant details are irrelevant and the tone contains irrelevant details
and the writing style is varies between narrative and written in a narrative
clear using journalistic and journalistic style
language
Well-developed An exceptional example of There are few or no errors There are several errors in
There are numerous errors
number 3 in grammar, punctuation or grammar, punctuation,
in grammar, punctuation,
spelling and/or spelling but they do
and/or spelling that make it
not hinder comprehensiondifficult to understand the
article
Tone An exceptional example of The speaker speaks with The speaker seldom speaks The speaker has problems
number 3 clarity and has adequate with clarity and seldom enunciating and speaking
voice projection during projects voice during entire with clarity. Voice is
entire speech delivery. The speech delivery. In some inaudible in many parts.
speaker uses appropriate parts, the speaker shows The use of tone, pace and
tone, pace and emphasis to problems in using the emphasis is distracting in
enhance the overall speech proper tone, pace and many parts. The speaker
performance. emphasis for his/her does not use appropriate
 speech performance. tone, pace and emphasis.
Picture An exceptional example of The image makes the The image adds some The image doesn’t add to
number 3 article more exciting interest to the story the story

Prepared by:

MS. RIZZA UY GLORIA

Grade 8 Teacher

Checked by:

MS. MARY RUTH L. GALANG

STL – English Area

Noted by:

MR. ALVIN B. JAVIER

High School Academic Coordinator
 Approved by:

MRS. JOVITA P. VILLAS

Directress, SPSSA