SAN JOSE ADVENTIST ACADEMY

The school that trains for service.

Junior High School (JHS) Department

CURRICULUM MAP IN ENGLISH 8
Quarter Unit Topic Content Performance Competencies Assessment Activities Resources Institutional
/Content Standard/s Standard/s Core Values
First Lesson 1: The learner The learner The learner Activity 4: Activity 1: what do
Quarter Maintaining demonstrates transfers determines (You Mask you know? English
Family understanding learning by: the meaning Know) Generate ideas Learning Integrity of
Harmony of: African showing of words and based on the video Portals creation.
literature as a appreciation for expressions watched about Africa Accessing
means of the literature of that reflect Language Skills
exploring the past; the words and Through Afro-
forces that comprehending expressions Activity 2: Asian
human beings texts using that reflect Agree or Disagree Literature
contend with; appropriate the local
various reading styles; culture by Read Informative Truth
reading styles participating in noting context texts about Arica, Peac.org.com
vis-à-vis conversations clues e.g., local culture,
purposes of using poem, and literature DepEd.com
reading; appropriate
prosodic context- Activity 3: Definition
features that dependent The learner of terms, which were Truth
serve as expressions; use also used and
carriers of producing conventions in underlined in the
meaning; ways English sound citing sources literary text.
by which correctly and
information using the Read why Citations is
may be prosodic important
organized, features of
related, and speech Activity 5: create a
delivered effectively in simple infographic
orally, and various that would show at
parallel situations; and least five facts about
 structures and observing the situation of our
cohesive correct subject- country during the
devices in verb government of
presenting agreement. former President
information. Ferdinand Marcos.

Lesson 2: The learner Activity 2:

Africans and use modals (Process Simplicity
the Modern appropriately Questions) Activity 1: Identity
World The learner Crisis: Guessing Game
use emphasis Africans and the
markers for Modern World
persuasive ‘applies to the African
purposes people’s collective
experience in life.

The learner Activity 5:

note implicit (Grammar
signals used Exercise) Read literary and Truth
by the writer Informative
to indicate texts about African,
coherence. that will help you
build your ideas about
what makes one a
true African in this
modern world.

Activity 3: About
Context Clues Truth
Activity 6:
(Connect me If Activity 4: Practice
I’m Right) your skills using
context clues by
finding the meaning
of the following
words used in the
literary text
 Read about the
different functions of
Modals and how to
use it appropriately in
constructing
sentences.
Lesson 3: The learner Activity 3:
Building Up demonstrates (Values Galore) Read About
the a heightened Cite the Coordinating and
knowledge sensitivity to supporting Subordinating
Bank the needs of details or Conjunctions
others as details in the
illustrated in a story to prove Activity 1: Picture
literary text your claim. Analysis Understand Integrity of
key concepts related creation.
to common key
values among Asians
and Africans.

Read Chinese values

Activity 4: and traditions
(Signals to reflected in the
Connect) Folktale

Activity 2: Ring that

Activity 7: Info bell!
Search Process Questions
Conduct an
online or
library search Activity 5: Going
to come up Japanese
with a
comprehensive
view of the Activity 6: Extraditions
unifying and
distinctive
characteristics,
 values, and
traditions of
the people of
China, Japan,
and
Philippines.

PERFORMANCE TASK:
Lesson 1:

Goal Your task is to create a three-to five-minute advocacy campaign promoting one’s pride towards his/her identity as a Filipino.

Role You and your group mates are advocacy campaign organizers.
Audience Your audience is composed of Filipino teenagers.
Situation You were hired by a company to direct an advocacy campaign in order to promote one’s pride for one’s culture and identity
amongst the new generation of Filipinos.
Product Create a three-to five-minute campaign video that promotes Filipino pride. It must present specific things or people who can
be a source of national pride. The video can include voice-over, music, sound effects, animation, and still shots. It should not
only be entertaining but also informative.

Standards Your output will be evaluated based on the Rubric for Creating an Informative Commercial .
Your blog will be evaluated according to this rubric:
CRITERIA Outstanding 4 Satisfactory 3 Developing 2 Beginning 1 RATING
The blog has The blog has The blog has The blog
sufficient and sufficient limited does not
original graphics graphics and contain any
graphics related to the the design is graphics
related to the literary pieces simple and and the
literary pieces and the common. design is
Creative presented design is copied from
with special attractive other blogs.
effects. The enough to
design is invite others
highly to look into
attractive that the blog.
it catches
others’
attention.
Content is Content is Content is Content is
well-organized organized not not
and insightful details and adequate details organized and organized and no
are are inadequate details are
present to present to details are present to
reflect reflect present to reflect
Effective comments. comments. reflect comments.
Follows a Follows a comments. Does not
standard style standard style Does not follow a
with and follow a prescribed
interesting prescribed standard style and format.
touches and uses a format. prescribed format.
prescribed format.
Feedbacks show in Feedbacks reveal Comments are limited Comments are
depth and critical critical analysis of the to explanation of the repetition of the
analysis of the literary literary pieces. It literary pieces content. Analysis is not
pieces. It relates relates significant evident.
significant personal personal experiences
experiences and to the content showing
Insightful societal issues to the how people respond to
content showing how
 the people respond to the challenges of
the challenges of modernity.
modernity.
OVERALL
RATING

Lesson 2:
To begin with, you need to understand that the goal of this lesson is for you to learn on your own how to present information using various tools of data
gathering. More often, in real life situations you will be required to gather, collate, organize, and present information in many different occasions. Thus, for
your performance task, you are going to write and deliver an informative speech about African literature.

Rubric for the Performance Task

Outstanding 4 Satisfactory 3 Developing 2 Beginning 1

Content Student clearly Student clearly Student states Student does not
states the topic of states the topic of the topic of the state the topic of
the speech in a the speech. speech, but it is the speech.
creative, unclear or
informative, misleading.
innovative, or guide
 other rhetorically interesting
way.
Organization Student uses Speech explains The information Speech has no
imagination and all the elements of itself is clear, but background
creativity in the topic in a needs a defined information, and
explaining the logical order. structure. no conclusion.
information so that The explanation
audience of the informative
members could speech seemed
fully understand it to be in the
wrong order,
and/or confusing
for the audience.
Language Essay uses all Essay uses most Essay uses some Essay does not
Conventions conventions of conventions of conventions of use the
language in a language in the language in the conventions of
correct and vivid correct manner, correct manner, language in the
manner, throughout the throughout the correct manner.
consistently essay. There are essay. There are The errors make
throughout the no mistakes that some mistakes the piece difficult
essay. There are interfere with and they may to understand.
no mistakes. understanding the interfere with
work. understanding
the essay.
Delivery Student actively Student uses a Student attempts Student does not
engages the story, to engage use any
audience with a hypothetical, audience interest techniques to
well- practiced and rhetorical but the effort is engage audience
effortlessly question, or other incomplete, interest, or the
delivered technique to disorganized, or attempt is made
rhetorical device. attempt to sustain is negated by in an incoherent
the interest of the poor delivery. and disorganized
audience. fashion.
Lesson 3:

Travel and Tours Organization plans to publish a two-page brochure that contains relevant information about the culture and values of
China, Japan and Philippines which they will use for their marketing campaign.
The Organization chose your advertising company to preparethe brochure.
TASK
As the writer you are tasked to:
 Write 5-sentence article about the traditions and values of thethree countries with accurate information
 Design the brochure with attractive layout and a good mix ofgraphics and arts
 Observe the principles of clear organization, correct grammar,spelling and mechanics and effective vocabulary.

RUBRIC FOR ASSESSMENT OF BROCHURE ON TRADITIONS AND VALUES

CATEGORY 4 3 2 1
Content -Accuracy All facts in thebrochure are 99-90% of thefacts in the 89-80% of thefacts in the Fewer than 80% of the
accurate. brochure are accurate. brochure are accurate. facts in the brochure are
accurate.

Writing - Organization
Each section inthe brochure
has a clear beginning,
middle, and end.
Almost all sections of the Most sectionsof the Less than halfof the
brochurehave a clear brochure have a clear sectionsof the brochure
beginning, middle and beginning, middle, and havea clear beginning,
end. end. middle, and
end.

Writing - Grammar There are no grammatical There are 1-2grammatical There are 3-4grammatical There are several
mistakes in thebrochure. mistakes in the brochure. mistakes in the brochure. grammaticalmistakes in
the brochure.

Attractiveness & The brochure has
Organization exceptionally attractive
formatting andwell-
organizedinformation.
The brochurehas The brochurehas well- The brochure's formatting
attractiveformatting and organized information. andorganization of
well- organized material areconfusing to
information. the
reader.
 Graphics/Pictures Graphics go well with the
text and thereis a good mix
of text and graphics.
Writing - Mechanics Capitalization and
punctuation are correct
throughout thebrochure.
Prepared by:
Apple Grace C. De Vera
Subject Teacher
Graphics go well with the
text, but thereare so many
that they distract from the
text.
Capitalization and
punctuation are correct
throughout the brochure
after feedbackfrom an
adult.
Checked by:
Mhelodie S. Silverio
Asst. Principal
Graphics go well with the
text, but thereare too few
and the brochure seems
"text-
heavy"
There are 1-2
capitalization and/or
punctuation errors in the
brochure even after
feedback from
an adult.
Gedion F. Fameronag
Graphics do not go with
the accompanyingtext or
appear to be randomly
chosen.
There are several
capitalization or
punctuationerrors in the
brochure evenafter
feedbackfrom an adult.
Noted:
Principal