CURRICULUM MAP

SUBJECT: ENGLISH
GRADE LEVEL: 7

FIRST UNIT TOPIC: STANDARDS COMPETENCIES ASSESSMENT ACTIVITIES RESOURCES INSTITUTIONAL

QUARTER SKILLS Pre-Assessment Activity 1: CORE VALUE
The learner Multiple Choice Narrate to your
Week 1-2  Unit 1 : demonstrates Supply other words or Test (1-10) classmate a Community
Literature communicative expressions that complete funny, shocking, K to 12 Curriculum Guide Respect
during the competence through an analogy EN7V-IV-c-23.1 or unexpected ENGLISH (Grade 1 to Grade
Precolonial his/ her event that 10),
Period understanding of Identify the genre, happened to https://link.quipper.com/en
Philippine Literature purpose, intended you within the /
and other texts types audience and features of Post- Assessment week. How did
for a deeper various viewed texts such Identify what you tell the Celebrating Diversity
appreciation of as movie clip, trailer, element of a linear story? Through World Literature -
 Unit 2 : newsflash, internet-based narrative structure English 10
Philippine Culture.
Reading program, documentary, is described in
Strategies video EN7VC-I-d-6 each number. Activity 2:
for the Recall an Appreciation
Content Use the passive and active English short
Areas voice meaningfully in story that you
varied contexts EN7G-III-c- enjoyed reading
2 and identify the
elements of the
Use the past and past plot.
perfect tenses correctly in
 Unit 3 : varied contexts EN7G-III-h- Pre-Assessment
3 Multiple Choice Discovery
Reading Test (1-10) Diversity
Maps and Activity 3:
Signs Share your
Use direct and reported favorite short
speech appropriately in story writer.
WEEK 3-4 varied contexts EN7G-III-e- What interesting
3 facts do you K to 12 Curriculum Guide Honesty
Post Assessment know about this ENGLISH (Grade 1 to Grade
Use phrases, clauses, and Identify whether writer’s life? 10),
 sentences appropriately each statement https://link.quipper.com/en
and meaningfully EN7G-II-about James /
a-1 Joyce’s life is true Activity 4:
or false. Based on what Celebrating Diversity
Use appropriate reading you have read, Through World Literature -
strategies to meet one’s How would you English 10
purpose (e.g. scanning, sum up James
skimming, close reading, Joyce’s life and
etc.) EN7RC-IV-b-10 works in three
words?
 Unit 4 :
Understand Pre-Assessment
ing Viewing Multiple Choice
Materials Test Activity 5:
(1-10) Read more
about James
Joyce’s life from
Post Assessment the internet or
A. Comprehension from the library.
Check: Choose details
Answer the that were not
following mentioned in Creativity
Questions. (1-5) the lesson and K to 12 Curriculum Guide
share your ENGLISH (Grade 1 to Grade
interesting 10),
B. Match the discoveries https://link.quipper.com/en
events in Column A about this /
with the parts of a author with your
linear narrative in classmates. Celebrating Diversity
Column B. Through World Literature -
English 10

Activity 6:
Recall a
situation before
wherein you
WEEK 5 wanted
Pre-Assessment something so
Identification Test badly but you
 (1-10) were not able to
successfully get
it? Share your
experience.
Community
Activity 7: awareness
Post-Assessment Why do you
Identify which think linear K to 12 Curriculum Guide
 Unit 5 : visual aid would be narrative ENGLISH (Grade 1 to Grade
Prosodic best used in each structure 10),
Features of situation. worked well https://link.quipper.com/en
Speech in with Joyce’s /
Oral story about this
Communica young boy? Celebrating Diversity
WEEK 6 tion Through World Literature -
Situations English 10
Activity 8:
Write a short
blog post about Honesty
you and the boy
character in
“Araby” had
similar or K to 12 Curriculum Guide
different ENGLISH (Grade 1 to Grade
experiences. 10),
Share it to your https://link.quipper.com/en
classmates. /

 Unit 6 : Celebrating Diversity

Subject- Through World Literature -
Verb English 10
Agreement

Activity 9:
When you try to
summarize a
story and
understand it on
your own, what
 techniques do
you use? Share
them with your
classmate.

Activity 10:
Choose a story
from Dubliners
and create a
story map of it.
As you read and
analyze the
chosen story,
determine
whether or not
it is a linear
narrative.

Performance Task (FIRST QUARTER)

Writing Fan Fiction

You are a fan fiction writer and you want to create new story that continues the story of the boy in “Araby.” As a fan fiction writer who has such a deep fondness for the
stories of James Joyce that you want to write a work of fiction related to one of his stories. You will be catering to a young audience who can relate to the character’s story. As
a fan fiction writer and you want continue the story “Araby” using your own imagination, thinking what could happen afterward to the boy after his experience in Araby.
Brainstorm on your story line by using any of the diagrams for linear narratives. Make sure it has the complete elements of a plot. Write your story in not more than 250
words. Ask a classmate to read your work and give feedback. Read your story in front the class then submit it to your teacher. Your work will be judged based on the following
Criteria.
Criteria Beginning (0-12 points) Developing (13-16 points) Accomplished (17-20 points) Score
Language Use The story contains more than The story contains one to three The story has flawless grammar
three grammatical mistakes and grammatical mistakes and and has sophisticated word
poor word choice. somewhat sophisticated word choice.
choice.
Narrative Structure The story missed more than two The story missed one to two The story has clear and
elements. elements. complete linear narrative
elements.
Characterization Two of the characterizations One of the characterizations was The traits of all the characters
were not clear and reasonable. not clear and reasonable. are clear and justified.
Final Meaning/Insight The story does not carry a The story carries a final meaning The story carries a meaningful
meaningful final meaning or or insight, but it was not so final meaning or insight.
insight. clear nor meaningful.

TOTAL SCORE:
SECOND The learner Pre- Assessment Activity 11: Community
QUARTER demonstrates Use listening Multiple Choice Awareness
 Unit 7 : communicative strategies based on Test (1-10) Story Time!
Week 1-2 Expression competence purpose, familiarity The class will
s Used in through his/ her with the topic and divided into
Interperso understanding of levels of difficulty of groups of four
nal literature and short texts listened to six members.
other texts types to EN7LC-II-a-6 Q2 Each group will
Communic
for a deeper Post – Assessment be given a
ation
appreciation of Use a search engine A. Write TRUE if picture and any
World Literature, to conduct a guided the statement of the following
including search on a given given is correct words:
Philippine topic EN7SS-II-c- and FALSE if it is beginning,
Literature 1.5.3 Q2 not. climax, and
ending.
 Unit 8 : Navigate a website
Writing using essential Activity 12:
Paragraph features, e.g. using B. Answer the
s headings, links, etc. following. Differentiate the
EN7V-IV-d-23.1 Q2 1. List down five linear from the
novels or films that non-linear
 Research a topic use the nonlinear narrative using a
with support using narrative. 2. List Venn Diagram.
two or three down the reasons
sources provided, why these are
e.g. newspapers, considered
website, video, nonlinear.
 Unit 9 :
images, podcast,
Philippine
print based material Activity 13: Excellence
Fiction in
EN7VC-IV-c-15 Q2 Pre- Assessment Build-a-Term Scholarship
the Period Identification (1- The class should
of Summarize key 10) be divided into
Apprentice information from a two groups. One
ship text EN6OL-IVj-3.6 team will be the
Q2 blue team, while
Post Assessment the other will be
Use analogy to the red team.
describe or make a A. Give the correct Each member
point Q2 Transcode term being must pick a
information from described in the word card and
linear to non-linear sentence. would have to
texts and vice-versa find a pair from
EN8RC-IIe-1 B. Choose a movie the other team.
or novel that you
have read or Activity 14:
watched. List down Let’s Check In.
the types of 1. What are the
nonlinear narrative six types of
structure found nonlinear
within the story. narrative
structure?
2. What are the
different types
of multiple
narratives?

Activity 15:
Watch the
movie Eternal
Sunshine of the
 Spotless mind,
starring Jim
Carrey and Kate
WEEK 3-4 Winslet. Spot all
the types of
nonlinear
narrative
structure used.

Activity 16: Respect of

Review: other’s ideas
Nonlinear
Pre-Assessment Narrative
Multiple Choice Structures Form
 Unit 10 : Test groups of three.
Tall Tales Each member of
the group
should come up
with a title of a
book or a movie
 Unit 11 :
that makes use
Writing a of a type of
Biography nonlinear
narrative
Post Assessment structure.
A. Answer the Explain to your
questions as briefly group mates
as possible. how the work
uses that type
B. Answer the of narrative
following questions structure.
as briefly as
possible.
Activity 17
Which part of
the story “Kew
Gardens” is the
most relatable
for you? Why
 can you relate
to it? Share it to
WEEK 5-6 the class an
experience or
situation that
you can relate
to that part of
the story. Discernment

Pre-Assessment:
 Unit 12 : Multiple Choice Activity 18
Gathering Test If you were to
Informatio rewrite Virginia
n from Wolf’s “Kew
Gardens”, how
Different
will you retell its
Sources
plot and essence
using a modern
adaptation?

 Unit 13 :
Phrases,
Clauses, Activity 19:
and Organizing
Sentences Post Assessment Ideas Make a
Give three mind map of the
examples of story “Kew
nonlinear stories Gardens.”
and the diagrams Underline
of their nonlinear important ideas
narrative structure and plot points
that can be used
for the
discussion later
on
 Activity 20:
What do you
notice about the
different
diagrams that
can be used for
nonlinear
narrative
structures?

Performance Task (SECOND QUARTER)

Nonlinear Storytelling
Retell a classic story using the nonlinear narrative structure. You are a budding writer who wishes to pay tribute to your favorite children’s story author. You will create a spin-
off story of a classic children’s tale using the nonlinear narrative structure. You will be presenting your storyboard and diagrams to the teacher and your classmates. You are
tasked to create a spin-off series of your favorite children’s story. The challenge is to make the story interesting without deviating too much from the original story. Each
student must present his/her storyboard and diagrams of his/her chosen children’s story. One must use at least two nonlinear narrative structures. Presentations can be as
creative as possible. Your work will be evaluated using the following rubrics:
Criteria Beginning (0-12 points) Developing (13-16 points) Accomplished (17-20 points) Score

Content The story submitted is a spin-off
of a children’s story but does
not use a nonlinear narrative
structure.
Organization Most of the transitions from one
event to another are vague,
making the story confusing.
Language (spelling, mechanics, There are eight or more
grammar, and word usage) language errors.
Presentation The presentation lacked
The story submitted is a spin-off
of a children’s story but does
not use a nonlinear narrative
structure and not organized.
Some of the transitions from
one event to another are
unclear.
There are four to seven
language errors.
The presentation showed some
The story submitted is a spin-off
of a children’s story that uses a
nonlinear narrative structure
The transitions from one event
to another are clear and well-
presented.
There are only zero to three
language errors.
The presentation is creative and
 creativity, and the diagrams creativity and appropriate made use of appropriate
were not appropriate. diagrams diagrams.
Scores
THIRD  Unit 14 : The learner Pre- Assessment: Activity 21 Scholarship
QUARTER Literature demonstrates Use correct and Multiple Choice Group Activity:
during the communicative appropriate multi- Test Scavenger Hunt
Week 1-2 Period of competence media resources 1. Form groups
Emergence through his/ her when orally giving of five. 2. Each
 Unit 15 :
understanding of information, group is allowed
literature and instructions, making to use either an
Narrative
other texts types explanations and actual dictionary
Writing
for a deeper narrating events in or a mobile
 Unit 16 : appreciation of dictionary. 3.
personal or factual
Expressing World Literature, recounts EN7OL-IV- Search for the
Ideas including e-3.10 Q3 meaning of the
Philippine underlined
Literature Use the appropriate words in the
oral language, given list below.
stance and behavior 4. Groups will
when giving be given 5
information, minutes to
instructions, making search for the
explanations, and meanings of the
narrating events in Post Assessment words. 5.
factual and personal Read the following Answers will be
recounts EN7OL-II-g- text. Select five (5) shared in class.
2.6.2 EN7OL-III-b-3 interesting words
138 Q3 from the selection. Activity 22
Then, supply the Let’s Check In.
Explain how a technical definition Search for the
selection may be of these words. technical
influenced by definitions of
culture, history, the following
environment, or words in the
other factors EN7LT- context of the
IV-h-3 Q3 field given in the
brackets.
Express one’s (Religion) Love
beliefs/convictions (Sports) Surf
 based on a material (Military) Strike
viewed EN7VC-IV-i- (Physics)
16 Q3 Discharge
 Unit 17 : (Geography)
Understan Cite evidence to Relief
ding support a general
statement EN7RC- Activity 23
Words and
IV-g-10.4 Q3 React Select two
Expression
to what is asserted among your
s II class subjects.
or expressed in a
 Unit 18 : text List down ten
Direct and (10) words that
Reported EN8RC-IIIe-2.1.7 Q3 mean different
Speech Raise sensible, Pre- Assessment when used in
 Unit 19 : challenging thought Multiple Choice each of these
WEEK 3-4 Literature provoking questions Test two subjects.
during the in public
Contempo forums/panel Activity 24
rary Period discussions, etc. Quick Writes Responsibility
EN7OL-III-h-1.3.1 Write three to
five steps on
how to
Post – Assessment determine
Identify whether temperature.
the given Summarize the
statement is a steps you have
technical definition written in one
or an operational sentence.
definition. Write T
for technical and O Activity 25
for operational. Let’s Check In
Provide an
operational
definition of
each of the
following words.

WEEK 5 Activity 26
List down ten
 (10)
terminologies or
concepts that
you have
discussed in
other subjects.
 Unit 20 :
Provide an
Text Types
operational
 Unit 21 :
definition for
Understan each. You may
ding use any of the
Words and types of
Expression operational
s III definition or a
combination to Respect of
make the other’s ideas.
Pre- Assessment definitions more
Multiple Choice accurate.
Test
WEEK 6
Activity 27
Think-Pair-Share
With a partner,
recall the
concepts that
Post – Assessment you have
Analyze the learned from the
statements below. previous
Write T if the lessons. List
statement is true down the
 Unit 22 : and F if it is false. essential things
that you have to
Personal
consider in
and
writing technical
Factual
and operational
Recounts definitions.
WEEK 7

Activity 28
 Let’s Check In
Read the
passage given
by your teacher.
Provide
definitions for
the following Discernment
words/phrases
based on the
given context.
 Unit 23 :
Writing a Activity 29
Biographic Get a hard copy
al Sketch of an academic
paper written or
published within
the past 5
years. It can be
in the field of
science, sports,
arts, or
humanities.
Highlight ten
(10) words from
it. Provide either Community
an operational Awareness
Pre- Assessment or a technical
Multiple Choice definition for
Test each of them.

Activity 30
Circle Chats!
Form groups
with three to
five members.
Analyze the
given definition
 below. Write
down your
observations on
how the
following
Post- Assessment statements were
Revise the given written using
text below. Make the criteria
sure that your given below.
writing style
adheres to the Activity 31
guidelines given in Let’s Check In
this lesson. List down the
five key points
that you have to
take note of in
writing
definitions.

Performance Task (THIRD QUARTER)

Research Colloquium
Your task is to write a short term paper on a topic or issue of your chosen field of study. You are a young researcher and presenter. You are tasked to write a short term paper
based on a topic that interests you on your chosen field of study. Your target audience are other research presenters belonging to other academic fields. At times, they would
be having difficulty understanding your field of interest. You are going to present your findings at a research colloquium wherein many researchers from various fields and
industries are sharing their study. Choose a topic from a specific field of interest. You may choose a topic from the following fields of study: a. science and technology b.
literature c. psychology d. business e. arts. 2. Create a term paper that requires an intensive research about your chosen topic. a. Your research must include a list with
minimum of ten definition of unfamiliar terms that are used or measured differently based on the context of your paper. Highlight the technical definitions and operational
definitions. b. Cite your references properly using APA Style. c. The term paper should be at least three pages long. 3. Print your work on a short bond paper, double space,
Times New Roman font size 12. Your work will be judged based on the following rubric:
Criteria Beginning (0-12 points) Developing (13-16 points) Accomplished (17-20 points) Score
Content Three or more details provided are One or two details provided are not All the details provided are clearly related
not clearly related to the topic. clearly related to the topic. to the topic.
Organization The information is not well The information is well organized, All the information is well organized;
organized; transitional devices are but some transitions are unclear. there are clear transitions between ideas.
barely used.
Language (spelling, mechanics, There are eight or more errors in There are four to seven errors in There are zero to three errors in
grammar, and word usage) language. language language.
Presentation of Information The information given was greatly Information could have been Information was sufficiently supported by
lacking in data, evidence, and supported by more data, evidence, appropriate data, evidence, and
examples. and examples. examples.
Definition of Terms Used Three or more definitions did not One or two definitions did not adhere The definitions presented adhered to
adhere to the given guidelines. to the given guidelines. given the guidelines
Scores:
FOURTH  Unit 20 : The learner Q4 Distinguish Pre- Assessment Activity 31 Excellence
QUARTER Text Types demonstrates features of academic Multiple Choice Quick-Write
Week 1-2 communicative writing EN7WC-I-c- Test (1 – 10) Activity Take a
competence 4.2 Q4 stand on the issue
through his/ her below. Defend your
 Unit 21 :
understanding of Employ a variety of stand by writing a
literature and other strategies for composition about
Understandi
texts types for a effective it. In your
ng Words
deeper appreciation interpersonal composition, make
and of World Literature, sure that you are
communication
Expressions including Philippine (interview, dialog, able to convince
III Literature conversation) EN7OL- your readers to
I-b1.14 Q4 agree with you.
When you are
Determine the worth done, share your
 Unit 22 : of ideas mentioned work with a
Personal in the text listened to Post- Assessment partner. “Is
and Factual EN7LC-IV-g-8.2 Q4 A. Matching Type homework helpful
Recounts Match the item in or harmful”?
Determine the column A to column
truthfulness and B Activity 32
accuracy of the In your own words,
WEEK 3-4 material viewed B. Write T if the Enumerate and
EN7VC-I-h-10 Q4 statement is true explain the
and F if it is false. different features of
 Unit 23 : If it is false, argumentative
Discover the conflicts
Writing a presented in literary underline the word writing.
Biographical selections and the that makes it false.
Sketch need to resolve those
conflicts in non- Activity 33
violent ways EN7LT- Look for a piece of
II-a-4 Q4 Discover Argumentative
literature as a tool to writing. Analyze the
assert one’s unique piece by pointing
identity and to better out its features. On
understand other a sheet of paper,
people EN7LT-III-g-5 Write a composition
Q4 about your
analysis. Do not
Discover through forget to cite the
Philippine literature source of the piece.
the need to work
cooperatively and
responsibly in today’s
global village EN7LT-
IV-a-6 Q4 Compose
an informative essay
EN7WC-IV-a-2.2

Pre- Assessment
Multiple Choice Creativity
Test (1 – 10)
Activity 34
Triad Activity
Form a group of
three and think of a
current issue in
your school or in
society. Then,
follow the
instructions below:
a. Create a
statement that
expresses a proven
fact about the
issue. b. Create a
statement that
expresses what
needs to be done
Post - Assessment to solve the issue
A. Write T if the or problem. c.
statement is true Create a statement
and F if it is false. that expresses your
If the statement is group’s subjective
false, underline the position about the
word that makes it issue. It could be a
false. judgment or
B. Give an example evaluation of
for each of the something about
following. the issue.

Activity 35
On a sheet of
paper, write a claim
of fact, policy and Honesty
Pre- Assessment value for each of
Multiple Choice the following
Test (1 – 10) topics: Health,
Death Penalty and
Pollution.

Activity 36
Triad Activity Part
1. Form a group of
three. Take a look
at the words in the
left box. Use each
of these words in a
sentence to express
the truth or validity
Post – Assessment of an idea.
Use the following Afterward, take a
affirmative and look at the set of
negative words in the right
expressions in a box. Use each of
sentence. these words in a
sentence to express
a denial or falsity of
 an idea. Share your
work in class.

Activity 37
Differentiate
expressions that Community
affirm from Awareness
expressions that
Pre- Assessment negate. How are
Multiple Choice these used in
Test (1 – 10) argumentative
writing?

Activity 38
Writing Activity
Consider the issue
in the box below. Creativity
State what you
Post - Assessment firmly believe about
Write an the given issue.
argumentative Back up your belief
essay about this with solid reasons
idea: Television is and evidence. Make
the worst invention sure that your
brought about by output will convince
technology. Divide your readers to
your essay into agree with your
three paragraphs, particular view.
and use at least Do curfews keep
300 words. teens out of
trouble?

Activity 39
In writing an
argument paper,
what should you do
to avoid making
your readers think
 that you are
belittling them and
their opinions?

Activity 40
Think of a current
issue and take a
stand on it. Make a
rough draft of an
argument paper.

Performance Task (FOURTH QUARTER)

Waste Segregation
Your task is to write an argumentative paper about waste segregation. You are a promising young community leader. You are to write an argumentative essay that answers
the question “Does waste segregation really make a difference?” This essay is just one of the many materials that your office will produce as part of your campaign to address
the worsening land pollution in your community. The target audience is your local community: residential and business owners, as well as heads of local establishments such
as schools, hospitals, and government/private offices. The challenge involves coming up with an essay that answers the question “Does waste segregation really make a
difference?” and making it as concise, interesting, and unique as possible. You will write an argumentative essay using the following guidelines:
1. Research about the importance and advantages of waste segregation and its effectivity in curbing land pollution.
2. Formulate claims of fact, policy, and value and make sure to back them up with solid evidence. Make sure to cite the sources of your information or data (title of the
book/material, name of the author, date of publication, and page numbers).
3. Make use of words and expressions that affirm or negate. Do not forget to highlight them.
4. Your essay must contain a minimum of 1,000 words.
5. You may include visuals or illustrations.
6. The features of argumentative writing must be evident.
7. Print your finished product on short bond paper, font size 12, double-spaced.
Your work will be judged based on the following rubric:
Criteria Beginning (0-12 points) Developing (13-16 points) Accomplished (17-20 points) Score
Content Much information is not relevant Some information is not relevant Focus on details is clearly
or related to the topic. or related to the topic. evident; all information provided
is related to the topic.
Organization The information is not logically The information is logically The information is logically
organized. Transitional devices organized, but some transitions organized; there are clear
are not used. are unclear. transitions between ideas.
Language (spelling, mechanics, There are eight or more There are four to seven There are only zero to three
grammar, and word usage) language errors in the essay. language errors in the essay. language errors in the essay.
Features of argumentative Majority of the features are Some of the features are The features are evident and
writing missing. evident but not clearly clearly presented.
expressed.
Evident research in content
Use of credible sources
information
Use of visuals/illustrations
Punctuality
The topic and main ideas are
not clear.
of All sources used are not
credible.
The essay lacks illustrations.
The essay was submitted more
than one day late.
The topic and main ideas are
clear, but there is lack of
detailed information.
Majority of the sources used are
credible.
The essay makes use of
illustrations that supplement the
text.
The essay was submitted one
day late.
The topic and main ideas are
clear and supported by detailed
and accurate information.
All sources used are credible.
The essay makes use of
illustrations that supplement the
text.
The essay was submitted on
time.
Scores: