BACS-TAGBILARAN UNIFIED CURRICULUM MAP

SUBJECT: ENGLISH 10 QUARTER: FIRST

GRADE LEVEL: GRADE 10 TOPIC: RESOLVING INTRAPERSONAL CONFLICTS
PREPARED BY: ___________________________________

Quarter/ UNIT TOPIC: CONTENT PERFOR PRIORITIZED COMPETENCIES OR ASSESSMENT ACTIVITIES RESOURCES INSTITUTIONAL
Month CONTENT STANDARD MANCE SKILLS/AMT LEARNING GOALS CORE VALUES
STANDARD
1st Q Resolving The learner The learner : ACQUISITION
Intrapersonal demonstrates composes a EN10LC-Ia-11.1 Use information from news Responsibility
Short Quiz ● Venn Diagram
Conflicts understanding of : short but reports, speeches, informative talks, panel
powerful (Different ways of (Different ways of Awareness
Informative how world discussions, etc. in everyday conversations Module, Book,
Week 1 persuasive delivering delivering
Texts literature and and exchanges Internet
text using a information) information)
other text types variety of (1-10)
● Table Completion
serve as ways of persuasive
Week 2 Textual Aids expressing and techniques EN10RC-Ia-2.15.2 Determine the effect of
textual aids like advance organizers, titles, Identification (Types
resolving and devices. ●Textual Aids Module, Book
of textual aids)
personal conflicts, non-linear illustrations, etc. on the Interpretation Internet
(1-15)
also how to use understanding of a text
Sources of strategies in MEANING MAKING
Week 3 EN10VC-IVa-15 Compare and contrast the Essay Writing about Picture Analysis Responsibility
Information linking textual
contents of the materials viewed with the contents of the about a certain issue Module, Book
information, Awareness
outside sources of information in terms of materials viewed with Guided Internet
repairing,
Week 4 accessibility and effectiveness (15 points) Questions
Plot of a Story enhancing Accuracy
communication EN10VC-IVc-29 Story Map (Myth: Story Reading (Myth:
public speaking, Appraise the unity of plot, setting and Arachne and Arachne and Athena) Module, Book Cultural
Problem Solving emphasis characterization in a material viewed to Athena) with Guided Internet Understanding
Week 5 achieve the writer’s purpose (20 points) Questions
markers in
persuasive texts, EN10LC-IIe-13.2 Employ analytical Situational Analysis Song Interpretation Book, PEAC
 different forms of listening in problem solving (Lyrics from the (Common Ground
modals, reflexive Songs) and Imagine) through Module
Internet
and intensive (10 points) a Drawing
Evaluating Texts pronouns. TRANSFER
Evaluate spoken texts using given criteria, Scaffold 1: Communicative
Week 6-
e.g. fluency, tone, cohesion, correctness Speech Listening Competence
8
(Evaluation through
Checklist)

Evaluate and make judgments about a Scaffold 2:

Performance Task
range of texts using a set of criteria e.g. Essay Writing
(Persuasive Text Book, PEAC
comparing arguments on the same topic, (Evaluating Varied
Expressing a Stand Module,
critiquing a short story Texts with Guided
on an Issue) Internet
Questions)
Persuasive
EN10WC-Ih12.3 Compose a persuasive Scaffold 3:
Texts
text of three paragraphs expressing one’s Persuasive Essay
stand on an issue Draft

Transfer Goal:
The students on their own and in the long run will be able to produce a persuasive text to
express a stand on a certain issue about becoming a responsible social media user.
Performance Task (Persuasive Text Expressing a Stand on an Issue)

Persuasive Essay Expressing a Stand on an Issue (1 Product)

Nowadays, social media is one of the tools for information and entertainment. However, it could also be a source of some fake news, cyber-
bullying, etc. As a social media influencer, what should you do to become a responsible social media user? Write an essay on how to use social
media responsibly. Do not forget to use words or expressions that emphasize your points.
Your persuasive essay will be rated based on focus and details, organization and sentence structure, grammar, mechanics and spelling.
PERFORMANCE STANDARD:
The learner composes a short but powerful persuasive text PERFORMANCE TASK ANALYTIC RUBRIC:
using a variety of persuasive techniques and devices.

GOAL: Produce a persuasive text to express a stand on an

issue
ROLE: Social Media Influencer
AUDIENCE: Social Media Viewers and Users
SITUATION:
Nowadays, social media is one of the tools for information and
entertainment. However, it could also be a source of some
fake news, cyber- bullying, etc. As a social media influencer,
what should you do to become a responsible social media
user? Write an essay on how to use social media responsibly.
Do not forget to use words or expressions that emphasize
your points.
PRODUCT: Persuasive Essay Expressing a Stand on an
Issue
STANDARDS: Your persuasive essay will be rated based on
focus and details, organization and sentence structure,
grammar, mechanics and spelling.
 UNIT STANDARDS AND COMPETENCY DIAGRAM
The students on their own and in the
long run will be able to produce a
TRANSFER
persuasive text to express a stand Persuasive Text
on a certain issue about becoming a
responsible social media user. PERFORMANCE
STANDARD

TRANSFER GOAL T The learner composes a short but PERFORMANCE TASK

powerful persuasive text using a variety of
- Use information from news reports, persuasive techniques and devices.
EQ:
speeches, informative talks, panel he student is able to What makes for effective persuasive texts?
discussions, etc. in everyday conversations EU:
and exchanges Resolving Intrapersonal The students will understand that an effective
- Determine the effect of textual aids like
advance organizers, titles, non-linear Conflicts persuasive text uses a variety of persuasive
techniques and devices.
illustrations, etc. on the understanding of a
text
The learner demonstrates understanding of
how world literature and other text types
ACQUISITION serve as ways of expressing and resolving MAKE MEANING
personal conflicts, also how to use
strategies in linking textual information,
repairing, enhancing communication public
speaking, emphasis markers in persuasive
texts, different forms of modals, reflexive
and intensive pronouns.

CONTENT
STANDARD
 REAL CLASSIFICATION OF POWER AND SUPPORTING COMPETENCIES
SUBJECT: ENGLISH GRADE: 10 QUARTER: FIRST UNIT TOPIC: INTRAPERSONAL CONFLICT
A
R E (needed for L
POWER OR
COMPETENCIES (needed for next (needed for real achievement or (needed by other
unit or grade) life) admissions or job subjects) SUPPORTING?
tests)
EN10LC-Ia-11.1:
Use information from news reports, speeches, informative
talks, panel discussions, etc. in everyday conversations and Power
exchanges
EN10RC-Ia-2.15.2:
Determine the effect of textual aids like advance organizers, Supporting
titles, non-linear illustrations, etc. on the understanding of a text
EN10VC-IVc-29:
Appraise the unity of plot, setting and characterization in a Supporting
material viewed or read to achieve the writer’s purpose
EN10VC-IVa-15:
Compare and contrast the contents of the materials viewed
with outside sources of information in terms of accessibility and Supporting
effectiveness
EN10LC-IIe-13.2:
Employ analytical listening in problem solving Power
Evaluate and make judgements about a range of texts using a
set of criteria e.g. comparing arguments on the same topic, Supporting
critiquing a short story
Evaluate spoken texts using given criteria, e.g. fluency, tone,
cohesion, correctness Supporting
EN10WC-Ih12.3 Compose a persuasive text of three
paragraphs expressing one’s stand on an issue Power
 CLUSTERING AND BUDGET OF TIME OF
UNIT POWER AND SUPPORTING COMPETENCIES
CLUSTER NO. POWER COMPETENCIES SUPPORTING
(NO. OF DAYS)
COMPETENCIES
1 EN10LC-Ia-11.1 EN10RC-Ia-2.15.2:
Use information from news reports, speeches, Determine the effect of textual aids like advance
(12 days) informative talks, panel discussions, etc. in organizers, titles, non-linear illustrations, etc. on
everyday conversations and exchanges the understanding of a text

EN10VC-IVa-15:
Compare and contrast the contents of the
materials viewed with outside sources of
information in terms of accessibility and
effectiveness
2 EN10LC-IIe-13.2 EN10VC-IVc-29:
Employ analytical listening in problem solving Appraise the unity of plot, setting and
(8 days) characterization in a material viewed or read to
achieve the writer’s purpose
3 EN10WC-Ih12.3 Evaluate and make judgements about a range of
Compose a persuasive text of three paragraphs texts using a set of criteria e.g. comparing
(12 days) expressing one’s stand on an issue arguments on the same topic, critiquing a short
story

Evaluate spoken texts using given criteria, e.g.

fluency, tone, cohesion, correctness
TOTAL:
32 days
 MAPPING ASSESSMENT AND ACTIVITIES WITH UNIT STANDARDS, POWER AND SUPPORTING
COMPETENCIES
CLUSTER
NO.
POWER COMPETENCIES
(NO. OF DAYS)
EN10LC-Ia-11.1: Use
information from news reports,
speeches, informative talks,
panel discussions, etc. in
everyday conversations and
exchanges
1 Compare and contrast the contents of the
(12 days)
2 EN10LC-IIe-13.2: Employ
(8 days) analytical listening in problem
solving
INSTITUTIONAL
SUPPORTING COMPETENCIES ASSESSMENT LM ACTIVITY/ MATERIALS
CORE VALUES
EN10RC-Ia-2.15.2:
● Short Quiz (Different ways ● Venn Diagram (Different ● Responsibility
Determine the effect of textual aids like advance
organizers, titles, non-linear illustrations, etc. on of delivering information) - ways of delivering
● Awareness
the understanding of a text (1-10) information)
● Table Completion ● Responsibility
EN10VC-IVa-15:
● Awareness
● Identification (Types of
materials viewed with outside sources of ● Textual Aids Interpretation
information in terms of accessibility and textual aids) - (1-15) ● Accuracy
effectiveness ● Cultural
● Essay Writing about the ● Picture Analysis about a
certain issue Understanding
contents of the materials
viewed (15 points) ● Communicative
EN10VC-IVc-29: Competence
● Situational Analysis (Lyrics ● Song Interpretation (Common
Appraise the unity of plot, setting and
characterization in a material viewed or read to from the Songs) Ground and Imagine) through
achieve the writer’s purpose (10 points) a Drawing
● Story Reading (Myth:
● Story Map (Myth: Arachne Arachne and Athena) with
and Athena) - (20 points) Guided Questions
 EN10WC-Ih12.3 Compose a
persuasive text of three
paragraphs expressing one’s
stand on an issue
3
(12 days)
Evaluate and make judgments about a range of Scaffold 1:
● Performance Task
texts using a set of criteria e.g., comparing Speech Listening
arguments on the same topic, critiquing a short (Persuasive Text (Evaluation through Checklist)
story Expressing a Stand on an
Issue) Scaffold 2:
Evaluate spoken texts using given criteria, e.g., Essay Writing (Evaluating
fluency, tone, cohesion, correctness Varied Texts with Guided
Questions)

Scaffold 3:
Persuasive Essay Draft

UNIT LEARNING PLAN CALENDAR

ENGLISH: GRADE 10
QUARTER 1
MONTH: AUGUST
Sunday Monday Tuesday Wednesday Thursday Friday Saturday
1 2 3 4 5 6

7 8 9 10 11 12 13

14 15 16 17 18 19 20
MENTAL HEALTH MENTAL HEALTH MENTAL HEALTH MENTAL HEALTH MENTAL HEALTH
AND AND AND AND AND
PSYCHOLOGICAL PSYCHOLOGICAL PSYCHOLOGICAL PSYCHOLOGICAL PSYCHOLOGICAL
SUPPORT SUPPORT SUPPORT SUPPORT SUPPORT
ACTIVITIES ACTIVITIES ACTIVITIES ACTIVITIES ACTIVITIES
21 22 23 24 25 26 27
ACQUISITION ACQUISITION ACQUISITION ACQUISITION
CLUSTER 1 CLUSTER 1 CLUSTER 1 CLUSTER 1
28 29 30 31
ACQUISITION NATIONAL HEROES CULMINATION OF
CLUSTER 1 DAY BUWAN NG WIKA

UNIT LEARNING PLAN CALENDAR

ENGLISH: GRADE 10
QUARTER 1
MONTH: SEPTEMBER
Sunday Monday Tuesday Wednesday Thursday Friday Saturday

1 2 3
ACQUISITION
CLUSTER 1

4 5 6 7 8 9 10
ACQUISITION ACQUISITION 1st Monthly Exam MAKE MEANING
CLUSTER 1 CLUSTER 1 CLUSTER 1

11 12 13 14 15 16 17
MAKE MEANING MAKE MEANING MAKE MEANING MAKE MEANING
CLUSTER 1 CLUSTER 1 CLUSTER 1 CLUSTER 2
18 19 20 21 22 23 24
MAKE MEANING MAKE MEANING MAKE MEANING MAKE MEANING
CLUSTER 2 CLUSTER 2 CLUSTER 2 CLUSTER 2

25 26 27 28 29 30
MAKE MEANING MAKE MEANING MAKE MEANING Second Monthly
CLUSTER 2 CLUSTER 2 CLUSTER 2 Exam

UNIT LEARNING PLAN CALENDAR

ENGLISH: GRADE 10
QUARTER 1
MONTH: OCTOBER
Sunday Monday Tuesday Wednesday Thursday Friday Saturday

2 3 4 5 6 7 8
Scaffold 1 Scaffold 2 Scaffold 2 Scaffold 3
Cluster 3 Cluster 3 Cluster 3 Cluster 3

9 10 11 12 13 14 15
Scaffold 3 Performance Task Performance Task Performance Task FIRST QUARTER
Cluster 3 EXAM

16 17 18 19 20 21 22
23 24 25 26 27 28 29

30 31