Course Description:

This course is intended in congruence to the K-12 Curriculum Guide for English which aims to hone and develop
the student’s communication skills while learning the Philippine History of language. The students will learn the different domain
of reading, listening, and viewing comprehension as well as the vocabulary enrichment, literature, writing and composition, oral
language fluency and grammar awareness while nation’s history is being unfolded. By the end of the journey, they will become
better and more responsible users of the English language.

Reference:
English Communication Arts and Skills through Philippine Literature- the new Grade 7
(Milagros G. Lapid, Josephine B. Serrano)

Grading System:

Written Works---------------30%
Performance Task-----------40%
Quarterly Assessment------20%
______
100%
 ST. JOSEPH HIGH SCHOOL OF DAGAMI, INC.
K to 12 Curriculum Guide for English 7 Philippine Literature
SY: 2017-2018

COURSE DESCRIPTION: This course is intended in congruence to the K-12 Curriculum Guide for English which aims to hone and develop the student’s communication skills while learning the Philippine History of language. The
students will learn the different domain of reading, listening, and viewing comprehension as well as the vocabulary enrichment, literature, writing and composition, oral language fluency and grammar awareness while nation’s
history is being unfolded. By the end of the journey, they will become better and more responsible users of the English language.

CONTENT CONTENT STANDARDS PERFORMANCE GENERAL OBJECTIVES LEARNING COMPETENCY NO. OF LEARNING MATERIALS/ VALUE FOCUS
STANDARDS HOURS REFERENCES

FIRST QUARTER: PHILIPPINE ORAL LORE

Literature Focal  The learners  The learner  The learner  Reading, analysing, and learning the  English  Make it a habit
Point: demonstrate creatively demonstrates morals of the following Philippine Communication to put
understanding of Pre- shows communicative epics: Arts and Skills everything in
Philippine Epics colonial Philippine appreciation of competence through 1. The Cycle of the Sun and the through Philippine order
literature as a means the literature of his/ her Moon Literature- by  Organize things
of connecting to the the past; understanding of 2. The Prowess of Aliguyon Milagros G. Lapid  Appreciate the
past; various reading comprehend literature and other 3. The Good Prince Bantugan and Josephine B. wonders of
styles; ways of texts using text types for a 4. The Monkey and the Turtle Serrano, God’s creation
determining word appropriate deeper appreciation 4 pages 2-97  Stress the
meaning; the sounds of reading styles; of Philippine hours importance of
English and prosodic participate in Literature for a  Power Point rules
features of speech; and conversations deeper appreciation Presentation  Always let God
correct subject-verb using of Philippine Culture. be a part of
Language Focal Point: agreement. appropriate 1.) Acquire the different study methods  Video Clips your
 Studying context-  The learners are and identify the important details of undertakings in
effectively dependent able to make a the reading materials.  Traditional life
 Speaking good expressions; complete 2.) Identifying types of Catalogue cards 30 Visual Aids  Arrange things
English producing sentence using 3.) Using general references hours orderly
 Reading English sounds the different 4.) Arranging sets of words in  Printed  Intenalize the
techniques correctly and patterns, alphabetical order Pictures essence of unity
 Using the Library using the syllables and 5.) Identifying genres of viewing and diversity
 Genres of Viewing prosodic sentence stress, 6.) Pronouncing words with /f/, /p/,
features of kinds of /t/, /th/, /b/, /v/ sounds
 Riddles and speech sentences, 7.) Presenting a two-minute  Develop the
Proverbs effectively I figurative introduction about oneself spirit of sharing
 Figures of Speech various language, and 8.) Electing class officers and cooperation
 Correct syllable occasions. sensory images 9.) Giving examples of riddles,  Do what is right
stress and correct proverbs, songs, fables, and other and just
 Recognizing a  The learners subject-verb folk literature  Do not be
sentence compose a agreement as a 10.) Solving riddles greedy, learn to
 Conflict and short but guide. 11.) Identifying figurative language share your
resolution in a powerful 12.) Pronouncing words with correct blessings
story persuasive text syllable stress  Revenge will
 Verbs using a variety 13.) Identifying sentences, fragments, never be a
 Subjectverb of persuasive and run-on sentences reason to end a
agreement techniques and 14.) Determining the story’s conflict and fight
 Fragmets and devices. resolution
Sentences 15.) Identifying errors in subject-verb
 Kinds of agreement
Sentences 16.) Identifying verbs and its functions
 Comparison and 17.) Identifying kinds of sentences
contrast essays 18.) Arranging events in the correct
 Sentence patterns order
 Local color 19.) Giving antonyms and synonyms of
 Figurative words and using it in a sentence
language and 20.) Identifying the different sentence
sensory images patterns
 Rising and falling 21.) Identify the subjects, transitive
intonation verbs, intransitive verbs , and
 Request Sentence objects in a sentence
pattern 22.) Changing sentences into simple yes-
 Patterns no questions and other sentence
connecting short transformations
statements 23.) Combining parts of statements into
a single statement
24.) Reading statements, observing the
terminal rising and falling intonation
 ST. JOSEPH HIGH SCHOOL OF DAGAMI, INC.
K to 12 Curriculum Guide for English 7 Philippine Literature
SY: 2017-2018

CONTENT CONTENT STANDARDS PERFORMANCE GENERAL OBJECTIVES LEARNING COMPETENCY NO. OF LEARNING MATERIALS/ VALUE FOCUS
STANDARDS HOURS REFERENCES
SECOND QUARTER: INSPIRATIONS FROM THE PAST

Literature Focal  The learners  The learner  The learner  Reading, analysing, and learning the  English  Appreciate the
Point: demonstrate transfer demonstrates morals of the following stories of Communication value of being
understanding of learning by: communicative heroes in Philippine History: Arts and Skills optimistic about
Heroes of Philippine Philippine Literature resolving competence through through Philippine a new challenge
History during the period of conflicts his/ her 1.) Voyage to a New Land Literature- by  Respecting
Apprenticeship as a presented in understanding of 2.) Princess Urduja Milagros G. Lapid women
means of examining literary literature and other 3.) Lapu-lapu and Josephine B.  Understanding
conflicts; various selections; using text types for a 4.) Who was the Raja’s Son? Serrano, people
purposeful listening tools and deeper appreciation 5.) 1896 5hours pages 100-177  Appreciating the
and viewing strategies; mechanisms in of Philippine value of bravery
difference between locating library Literature for a  Power Point  Practicing
literal and figurative resources; deeper appreciation Presentation nationalism and
language; ways to extracting of Philippine Culture. love for country
Language Focal Point: extract and condense information and  Video Clips  Being
 Library resources information based on noting details  The learners are 1.) Use the appropriate mechanisms in compassionate
 Card catalogue library sources; verbal from texts to able to draw the library for locating resources  Traditional  Promoting
 Literal and and non-verbal cues in write a précis, inferences, 2.) Use card catalogue, online public 25 Visual Aids peace
figurative oral communication; summary, or arrange events access catalogue, or electronic hours  Being patriotic
language and types of phrases paraphrase; and ideas and search engine to locate specific  Printed  Valuing freedom
 Summary and and clauses, and distinguishing resolving conflict resources Pictures  Appreciating
Précis sentences. between and by using the 3.) Discriminate between literal and heroes and
 Verbal and using literal and literal and figurative language heroines
nonverbal cues figurative figurative 4.) Extract information from a text
 Phrases, clauses, language and language, précis, using a summary, précis, and
and sentences verbal and non- paraphrasing paraphrase
 Arranging events verbal cues; use clauses, 5.) Use verbal and non-verbal cues in
and ideas phrase, clauses, arranging ideas, conversations, dialogues, and
 Figures of Speech and sentences figures of interviews
 Resolving conflicts meaningfully speech, sensory 6.) Use phrases, sentences, and
 Sensor images and images, reading clauses appropriately and
 Predictions appropriately. strategies, meaningfully
 Supporting details nouns, pronouns, 7.) Use appropriate verbal and non-
 Pitch, junctures, cause-effect verbal cues when developing,
stress, volume relationship and maintaining, and ending
and projection common conversations
 Reading strategies purposes of 8.) Narrate events chronologically
 Nouns and noun writing. based on a material viewed
signals 9.) Identify figures of speech that show
 Paragraphs comparison (simile), metaphor,
 Sensory images personification, etc.
 Cause and effect 10.) Discover the conflicts presented in
relationships literary selections and the need to
 Count and mass resolve those conflicts in nonviolent
nouns ways
 Elements of fiction 11.) Express appreciation for sensory
 Drawing images used
inferences 12.) Predict the gist of the material
 Noting details viewed based on the title, pictures,
 Interrogative and excerpts of the material viewed
pronouns 13.) Identify supporting details
14.) Use the correct pitch, juncture,
stress, volume, projection, and rate
of speech in conversations and
dialogues
15.) Distinguishing reading techniques
16.) Substituting common nouns and
modifiers with proper nouns
17.) Identifying cause and effect
18.) Completing sentences with
interrogative pronouns
19.) Answering questions using
expressions of quantity with mas
nouns and determiners with count
nouns
 ST. JOSEPH HIGH SCHOOL OF DAGAMI, INC.
K to 12 Curriculum Guide for English 7 Philippine Literature
SY: 2017-2018

CONTENT CONTENT STANDARDS PERFORMANCE GENERAL OBJECTIVES LEARNING COMPETENCY NO. OF LEARNING MATERIALS/ VALUE FOCUS
STANDARDS HOURS REFERENCES
THIRD QUARTER: BUILDING A NATION

Literature Focal  The learners  The learner  The learner  Reading, analysing, and learning the  English  Feeling proud of
Point: demonstrate transfer demonstrates morals of the following essays and Communication being a Filipino
understanding of learning by:. communicative poems about Philippine history and Arts and Skills  Valuing the good
Essays and Poems Philippine Literature Showing ways of competence through places: through Philippine traits of
about Philippine’s during the period of asserting one’s his/ her Literature- by Filipinos
history and places Emergence as a tool to identity; understanding of 1.) I am a Filipino Milagros G. Lapid  Contributing to
assert one’s identity; comprehending literature and other 2.) Filipinas and Josephine B. the nation and
strategies in listening informative and text types for a 3.) Thomasites to a New Land Serrano, the world
Literature as a tool to to and viewing of short narrative deeper appreciation 4.) The Law of Choice 6 pages 180-257  Reflecting on
assert one’s identity informative short texts using of Philippine 5.) Quiet Revolution of a typical hours the value of
narrative texts; word schema and Literature for a Purok  Power Point living out on the
relationships and appropriate deeper appreciation 6.) The Sulus Presentation message of the
associations; listening and of Philippine Culture. Philippine
Informative speech viewing  Discover literature as a tool to  Video Clips National Anthem
forms; and use of strategies; assert one’s unique identity and to  Making the right
direct and reported expressing better understand people  Traditional choices
Language Focal Point: speech , passive or ideas, opinion, Visual Aids  Keeping one’s
 Schema active voice, simple and feelings  The learners are 1.) Use one’s schema as a basis community
 Listening past and perfect past, through various able to write for conjectures made about a  Printed clean
strategies past perfect tenses, formats; various letters text 27 Pictures  Practicing
 Collocations and sentence enriching with the aid of 2.) Use different learning hours teamwork
 Prosodic features connectors. written and listening strategies based on purpose,  Fighting for a
of speech spoken strategies, topic and levels of difficulty of common good
 Logical communication narrative writing, simple informative and short  Respecting
connectors through logical narrative texts indigenous
 Oral language and direct/reported connectors, 3.) Identify collocations used in a communities
stance speech, personal and selection
active/passive factual recounts,
 Personal and voice, simple voices of the 4.) Identify features of narrative
Factual recounts past and past verb, fact and writing
 Features of perfect tenses opinion, and 5.) Compose simple narrative texts
revolutionary and connectors common 6.) Use the appropriate prosodic
songs appropriately purposes of features of speech during
 Voices of verb and correctly. writing. interviews, discussions, and
 Steps in a process forums
 Travelogue 7.) Link sentences using logical
 Fact and opinion connectors that signal
 Common purposes chronological and logical
for writing sequence and summation
 Writing letters 8.) Employ the appropriate oral
language and stance in an
interview, a panel discussion,
forum, or debate
9.) Compose personal and factual
recounts
10.) Identify the distinguishing
features of revolutionary
songs, poems, short stories,
drama, and novels
11.) Use the passive and active
voice meaningfully in varied
contexts
12.) Follow steps in a process
13.) Create a travelogue
14.) Distinguish fact from opinion,
fantasy from reality I a text
15.) Identify the common purposes
of writing
16.) Writing samples of the different
types of letters
 ST. JOSEPH HIGH SCHOOL OF DAGAMI, INC.
K to 12 Curriculum Guide for English 7 Philippine Literature
SY: 2017-2018

CONTENT CONTENT STANDARDS PERFORMANCE GENERAL OBJECTIVES LEARNING COMPETENCY NO. OF LEARNING MATERIALS/ VALUE FOCUS
STANDARDS HOURS REFERENCES
FOURTH QUARTER: IDEAS AND IDEALS

Literature Focal  The learners  The learner  The learner  Reading, analysing, and learning the  English  Working in unity
Point: demonstrate transfer demonstrates morals of the following plays, short Communication  Appreciating
understanding of learning by: communicative stories, and poems: Arts and Skills humour
Filipino plays, short contemporary explaining the competence through through Philippine  Showing
stories and poems Philippine literature as need to be his/ her 1.) In Unity Literature- by kindness to
a means of responding cooperative and understanding of 2.) My Brother’s Peculiar Chicken Milagros G. Lapid others
to the demands of the responsible in literature and other 3.) The Witch and Josephine B.  Appreciating the
global village; various today’s global text types for a 4.) Courage Serrano, value of
extended text types; village; using deeper appreciation 5.) Ong 6 pages 260-346 sacrifice
lexical and contextual appropriate of Philippine 6.) What is a Youth? hours  Respecting
cues; appropriate and strategies to Literature for a  Power Point people
polite oral language, comprehend deeper appreciation Presentation  Enjoying songs
stance, and behaviour; extended text of Philippine Culture.  Appreciating
Language Focal Point: use of imperatives, types, using  Video Clips poems
 Classes of text prepositions, verbs, lexical and  The learners are 1.) Classify text types (Expository,  Appreciating
types and wh-questions. contextual cues able to Narrative, Descriptive,  Traditional nature
 Verbal and to understand excellently speak, Argumentative, Persuasive) 2g Visual Aids  Realizing the
nonverbal cues unfamiliar read and write 2.) Determine the intentions of the hours value of being
 Lexical and words and using the speaker by focusing on their unique  Printed young
contextual cues expressions; different text use of verbal and non-verbal cues Pictures  Being
 Literary genres using types, verbal and 3.) Use lexical and contextual cues in responsible
 Informative texts imperatives, non-verbal cues, understanding unfamiliar words and
 Personal essays propositions, literary genres, expressions
 Imperatives and and appropriate imperatives and 4.) Identify the distinguishing features
prepositions and polite oral prepositions, of the selected literary genres
 Oral language, analogies, during the Contemporary period
communication stance, and adverbs, modals, 5.) Compose simple informative texts
 Reading strategies behaviour in phrasal verbs, 6.) Identify features of personal essays
 Generalizations various and rhyming 7.) Give clear, precise, and concise
 Predicting information- words. information, explanations, and
outcomes sharing formats. instructions in varied oral
 Analogies communication situations
8.) Use appropriate reading strategies in
 Graphic organizer
various text types
 Sequencing events
9.) Make generalizations from different
 Capsule biography text types
 Multimedia 10.) Predict the outcome of a verbal
resources exchange listened to and their possible
 Prosodic features effects on the speakers
 Biographical 11.) Organize information about a chosen
sketch subject using a graphic organizer
 Short replies 12.) Sequence a series of events mentioned
 Literary in the text listened to
appreciation 13.) Distinguish between and among a
capsule biography , biographical sketch
 Adverbs modals
and feature article
 Phrasal verbs
14.) Use correct and appropriate
 Revising multimedia resources when orally
paragraphs giving information, instructions, making
 Rhyming words explanations, and narrating events in
 Writing a personal or factual recounts
biography 15.) Use correct and appropriate prosodic
features of speech when giving
information, instructions, making
explanations and narrating events in
persona and factual recounts
16.) Compose a biographical sketch based
on personal interview and background
research
17.) Formulate short replies
18.) Express appreciation for entertaining
texts (anecdotes, jokes, fables, myths,
tales) y recognizing the punch lines
19.) Differentiating adjectives from adverbs
20.) Using modals in sentences
21.) Identifying phrasal verbs
22.) Revising a paragraph
23.) Identify rhyming words
24.) Writing about something one loves
Course Description:

This course is intended in congruence to the K-12 Curriculum Guide for English which aims to hone and develop
the student’s communication skills while learning the Afro-Asian Literature. The students will learn the different domain of reading,
listening, and viewing comprehension as well as the vocabulary enrichment, literature, writing and composition, oral language fluency
and grammar awareness while learning the Chinese, Japanese, Indian, Arabian, Jewish and African Culture and literature. By the end
of the Journey, they will become better and more responsible users of the English language.

Reference:
English Communication Arts and Skills through World Literature- The New Grade 8
(Milagros G. Lapid, Josephine B. Serrano)

Grading System:

Written Works---------------30%
Performance Task-----------40%
Quarterly Assessment------20%
______
100%
 ST. JOSEPH HIGH SCHOOL OF DAGAMI, INC.
K to 12 Curriculum Guide for English 8 Afro-Asian Literature
SY: 2017-2018

COURSE DESCRIPTION: This course is intended in congruence to the K-12 Curriculum Guide for English which aims to hone and develop the student’s communication skills while learning the Afro-Asian Literature. The students
will learn the different domain of reading, listening, and viewing comprehension as well as the vocabulary enrichment, literature, writing and composition, oral language fluency and grammar awareness while learning the Chinese,
Japanese, Indian, Arabian, Jewish and African Culture and literature. By the end of the Journey, they will become better and more responsible users of the English language.

CONTENT CONTENT STANDARDS PERFORMANCE GENERAL OBJECTIVES LEARNING COMPETENCY NO. OF LEARNING MATERIALS/ VALUE FOCUS
STANDARDS HOURS REFERENCES

FIRST QUARTER: EXPLORING THE WORKS OF CHINESE AND JAPANESE WRITERS

Literature Focal  The learners  The learner  The learner  Reading, analysing, and learning the  English  Appreciate
Point: demonstrate creatively demonstrates morals of the following Chinese and Communication Chinese and
understanding of transfers communicative Japanese writers and philosophers, Arts and Skills Japanese
Chinese and Japanese Chinese and Japanese learning by competence through poems and selections: through Philippine Literatures
Literature literature as a means composing and his/ her 1.) Lao Tzu and Confucius Literature- by through literary
of exploring forces that delivering an understanding of 2.) The soul of the Great Bell Milagros G. Lapid texts
Symbolisms in Literary human beings contend informative Chinese and Japanese 3.) Old and New and Josephine B.  Valuing the
texts with; various reading speech based on literature and other 4.) Nature Poetry Serrano, wisdom of the
styles vis-a-vis a specific topic text types for a 5.) The River Merchant’s Wife 12 pages 2-119 elderly
purposes of reading; of interest, deeper appreciation 6.) Buying Flowers hours  Realizing the
prosodic features that keeping in mind their culture. 7.) The Madman on the Roof  Power Point importance of
serve as carriers of the proper and 8.) Buying Flowers Presentation being just and
meaning, ways by which effective use of 9.) The Story f the Aged Mother fair
information may be parallel 10.) Say it with Flowers  Video Clips  Appreciating the
organized, related, and structures and 11.) Zen stories value of
Language Focal Point: delivered orally; cohesive  Traditional sacrifice
 Context clues parallel structures and devices as well  The learners are able 1.) Improving vocabulary through Visual Aids  Honouring one’s
 Synonyms, cohesive devices in as the to properly use the understanding context clues parents
antonyms, and presenting information. appropriate use context clues, idioms, 2.) Understanding synonyms, 10  Printed  Appreciating
homonyms of prosodic synonyms, and antonyms, and homonyms hours Pictures loved ones
 Idioms features, antonyms, homonyms, 3.) Using idioms
 Materials in the stance, and figures off speech, 4.) Finding materials in the library  Fighting for
Library behaviour. sentence patterns, 5.) Identifying the figures of what is just
 Figures of Speech nouns, pronouns, and speech  Caring for those
 Rising and Falling words with multiple 6.) Using the rising and falling with special
intonation meanings. intonation needs
 Basic sentence 7.) Identifying basic sentence
patterns patterns
 Forms off 8.) Transforming sentences
sentences 9.) Enjoying reading through
 Reading extensive or recreational
 Pronouns reading and intensive reading
 Words with 10.) Forming derivational nouns
multiple meanings 11.) Identifying gender nouns
12.) Identifying the possessive case
of nouns
13.) Using determiners with count
and mass nouns
14.) Identifying and using pronouns
15.) Understanding words with
multiple meanings
 ST. JOSEPH HIGH SCHOOL OF DAGAMI, INC.
K to 12 Curriculum Guide for English 8 Afro-Asian Literature
SY: 2017-2018

CONTENT CONTENT STANDARDS PERFORMANCE GENERAL OBJECTIVES LEARNING COMPETENCY NO. OF LEARNING MATERIALS/ VALUE FOCUS
STANDARDS HOURS REFERENCES

SECOND QUARTER: EXPLORING ARABIAN, INDIAN, AND JEWISH LITERATURE

Literature Focal  The learners  The learner  The learner  Reading, analysing, and learning the  English  Showing
Point: demonstrate creatively demonstrates morals of the following Indian, Communication kindness
understanding of transfers communicative Arabian, and Jewish poems and Arts and Skills  Valuing every
Indian, Arabian, and Indian, Arabian, and learning by competence through selections: through Philippine moment spent
Jewish Literary Works Jewish literature as an composing and his/her 1.) The Ramayana Literature- by with friends
art form inspired and delivering a understanding of 2.) Cabulliwalah Milagros G. Lapid  Leading by
influenced by nature; brief and Indian, Arabian, and 3.) The Story off A Saint and Josephine B. example
relationship of visual, creative Jewish Literature and 4.) The Tame Bird and the Free Bird Serrano,  Respecting
sensory and verbal entertainment other text types for a 5.) Gitanjali 15 pages 122-250 cultural beliefs
signals in both literary speech deeper appreciation 6.) Psalms hours and traditions
and expository texts; featuring a of their culture. 7.) The Story of Ruth  Power Point  Loving one’s
value of literal and variety of 8.) The Parable of the Lost Son; The Presentation family
figurative language, and effective Parable of the Good Samaritan  Being
appropriate paragraphs, 9.) The Kibbutz of Israel  Video Clips responsible
grammatical signals appropriate 10.) Psalm 23  Using
and expressions grammatical 11.) The Wonder Tree  Traditional propaganda
suitable to patterns of signals, or 12.) Not every closed eye is asleep Visual Aids techniques
development. expressions in 13.) Enrique directs Pepe appropriately
topic 14.) Sura I, CIV, CVII  Printed
development, 15.) The Bewildered Arab Pictures
Language Focal Point: and appropriate
 Complete prosodic  The learners are able 1.) Completing sentences and adding
sentences features, to write and deliver a the correct punctuation marks
 Subject and stance, and speech and 2.) Identifying proper conjunctions that 25
predicate behaviour. composition using the connect clauses hours
agreement proper sounds, 3.) Supplying subordinate conjunctions
characteristic of a to connect clauses
 Unity and sentence, proper 4.) Working in groups ad constructing
coherence in a pause in reading, sentences based on subject-verb
sentence rules and regulations agreement rules
 Paragraph writing to be followed in 5.) Completing sentences with the
 Proper pauses in writing; different correct form of the verb
reading techniques and 6.) Supplying verbs that agree with
 Rate of speech strategies in subjects in sentences
 Composition developing writing 7.) Combining sentences to show unity
writing and speaking skills. of ideas
 Simple 8.) Reading psalms
explanations 9.) Identifying the topic sentence of the
 Instructions, paragraph
rules, and 10.) Studying paragraphs
regulations 11.) Developing a paragraph using the
 Propaganda different ,methods learned
techniques 12.) Writing announcements
 Delivering a 13.) Delivering an entertaining speech
speech 14.) Making a outline of an article
 Nonverbal cues 15.) Punctuating a conversation
 Making an outline correctly
 Writing a dialogue 16.) Making a diary
 Diary entry
 ST. JOSEPH HIGH SCHOOL OF DAGAMI, INC.
K to 12 Curriculum Guide for English 8 Afro-Asian Literature
SY: 2017-2018

CONTENT CONTENT STANDARDS PERFORMANCE GENERAL OBJECTIVES LEARNING COMPETENCY NO. OF LEARNING MATERIALS/ VALUE FOCUS
STANDARDS HOURS REFERENCES

THIRD QUARTER: EXPLORING THE LITERATURE OF THE ISLANDS; PHILIPPINES, ISLAND SOUTHEAST ASIA, AND MAINLAND SOUTHEAST ASIA

Literature Focal  The learners  The learner  The learner  Reading, analysing, and learning the  English  Responsively
Point: demonstrate creatively demonstrates morals of the following Indian, Communication reporting
understanding of transfers communicative Southeast Asian poems and Arts and Skills events
Philippines, Island Southeast Asian learning by competence through selections: through Philippine  Demonstrating
Southeast Asia, And literature as a mirror composing and his/her 1.) Introduction to Philippine Literature Literature- by objectivity,
Mainland Southeast to a shared heritage; delivering a understanding of 2.) Courtship among the Hanunuo anf\d Milagros G. Lapid fairness, and
Asia coping strategies in persuasive Southeast Asian Mangyans and Josephine B. tact in
processing textual speech based on Literature and other 3.) Superstitions among the Ifugaos Serrano, reporting
information; strategies an informative text types for a 4.) Maguindanao Pearls 12 pages 252-307  Valuing fairness
in examining features essay featuring deeper appreciation 5.) The Metal Age hours and
of a listening and the use of of their culture. 6.) Fancisco balagtas  Power Point truthfulness
viewing material;; properly 7.) Guno and Kuyo Presentation  Knowing when
structural analysis of acknowledged 8.) Literature of Thailand and Myanmar to make jokes
words and propaganda information 9.) The Gold Harvest  Video Clips  Respecting the
techniques ad sources, 10.) On the three Evils wisdom of the
grammatical signals for grammatical 11.) After the Earthquake  Traditional elders
opinion-making, signals for Visual Aids  Helping less
Language Focal Point: persuasion, and opinion-making, fortunate
 Propaganda emphasis. persuasion and  The learners are able 1.) Recognize propaganda techniques  Printed people
techniques emphasis, and to write an excellent used in given texts Pictures  Treating other
 Structural appropriate essay, structural 2.) Explain the meaning of a word 20 people fairly
analysis prosodic analysis, literary through structural analysis (prefix, hours
 Literary genres features, genres, and modals, suffix, roots)
 Graphic stance, and verb forms, tenses of 3.) Identify the notable literary genres
organizers behaviour. verb, and use of other contributed by Southeast Asian
 Modals foreign words. writers
 Stress, pitch, and 4.) Organize information about a
juncture of speech chosen subject using a graphic
 Facts and opinions organizer
 Informative essay 5.) Identify the distinguishing features
 Verb forms of notable poems, short stories,
 News broadcast dramas, and novels contributed by
 Foreign words Southeast Asian writers
6.) Use modals appropriately
7.) Observe the use of correct stress,
pitch, juncture, while delivering a
persuasive speech
8.) Differentiate facts from opinions
9.) Supply the correct form of the verb
10.) Replacing the infinitives with other
forms
11.) Completing sentences with the
correct form of the verb be
12.) Listening to, watch, and analysing a
news broadcast
13.) Completing sentences with the s-
form of the verb
14.) Giving the past, present, and future
tense of the verb in a sentence
15.) Supplying the simple past, present,
and future perfect form of the verb
16.) Writing sentence in past, present,
and future tense of the verb
17.) Pronouncing and identifying the
meaning of some foreign words
taken from the selections
 ST. JOSEPH HIGH SCHOOL OF DAGAMI, INC.
K to 12 Curriculum Guide for English 8 Afro-Asian Literature
SY: 2017-2018
 CONTENT CONTENT STANDARDS PERFORMANCE GENERAL OBJECTIVES LEARNING COMPETENCY NO. OF LEARNING MATERIALS/ VALUE FOCUS
STANDARDS HOURS REFERENCES

FOURTH QUARTER: EXPLORING AFRICAN CULTURE AND LITERATURE

Literature Focal  The learners  The learner  The learner  Reading, analysing, and learning the  English  Respecting
Point: demonstrate creatively demonstrates morals of the following African Communication other races
understanding of transfers communicative poems and selections: Arts and Skills  Respecting
African Culture and African literature as learning by competence through 1.) Africa through Philippine people who
Literature an expression of composing a his/her 2.) Smoking Literature- by have different
philosophical and variety of understanding of 3.) The Arabia Empire in North Africa Milagros G. Lapid religious beliefs
religious beliefs; journalistic African Literature and 4.) A Moorish Banquet and Josephine B.  Respecting the
information flow in texts, content of other text types for a 5.) National Parks in Africa Serrano, practices of
various text types; which may be deeper appreciation 6.) The Leopard 10 pages 332-380 different
reality, fantasy, and used in of their culture. 7.) Literature of Egypt hours religions
pinion in listening and composing and 8.) The two Brothers  Power Point  Demonstrating
viewing materials; word delivering a 9.) Between Two Mothers Presentation bravery
decoding strategies; memorized oral 10.) I am a Plate of Rice  Being just
and use of information speech  Video Clips  Appreciating
Language Focal Point: sources; featuring the one’s
 Topic sentences active/passive use of properly  The learners are able 1.) Identify positions of a topic  Traditional surroundings
 Features of constructions acknowledged to write a social and sentence Visual Aids
journalistic writing direct/reported information business letter using 2.) Identify features of journalistic 20
 Sounds of English speech; perfect tenses; sources; features of writing hours  Printed
 Logical logical connectors I grammatical journalistic writing, 3.) Use active and passive Pictures
connectors journalistic writing signals for connectors and constructions in journalistic
 Types of opinion-making, modifiers, explicit and contexts
journalistic writing persuasion, and implicit signals as 4.) Use the correct production of the
 Active and passive emphasis; well as preparing sounds of English when delivering a
voice appropriate themselves for a manuscript or memorized speech in
 Explicit and prosodic future job interview an oration, in a declamation ,or a
implicit signals features, using the proper way dramatic monologue
 Text type stance, and of pronouncing the 5.) Note explicit and implicit signals
knowledge behaviour. English sounds and used by the writer
 Modifiers the correct grammar 6.) Use text type knowledge to process
 Difficult pairs of and usage. information in a text
words 7.) Use appropriate logical connectors
 Types of and modifiers for emphasis
argumentation 8.) Reading difficult pairs of words
 Social and 9.) Combining sentences using
business letter participial modifiers
 Job interview 10.) Classifying types of argumentation
11.) Formatting a hesading,
complimentary close, and signature
12.) Addressing envelopes
13.) Writing social letters
14.) Preparing a personal data
15.) Writing business letters
Course Description:

This course is intended in congruence to the K-12 Curriculum Guide for English which aims to hone and
develop the student’s communication skills while learning the World Literature. The students will learn the different domain of
reading, listening, and viewing comprehension as well as the vocabulary enrichment, literature, writing and composition, oral
language fluency and grammar awareness while learning the Greco-Roman legacy and Early European Literature. By the end of the
Journey, they will become better and more responsible users of the English language.

Reference:
English Communication Arts and Skills through World Literature- The New Grade 10
(Milagros G. Lapid, Josephine B. Serrano)

Grading System:

Written Works---------------30%
Performance Task-----------40%
Quarterly Assessment------20%
______
100%
 ST. JOSEPH HIGH SCHOOL OF DAGAMI, INC.
K to 12 Curriculum Guide for English 10 World Literature

COURSE DESCRIPTION: This course is intended in congruence to the K-12 Curriculum Guide for English which aims to hone and develop the student’s communication skills while learning the World Literature. The students will
learn the different domain of reading, listening, and viewing comprehension as well as the vocabulary enrichment, literature, writing and composition, oral language fluency and grammar awareness while learning the Greco-Roman
legacy and Early European Literature. By the end of the Journey, they will become better and more responsible users of the English language.

CONTENT CONTENT STANDARDS PERFORMANCE GENERAL OBJECTIVES LEARNING COMPETENCY NO. OF LEARNING MATERIALS/ VALUE FOCUS
STANDARDS HOURS REFERENCES
FIRST QUARTER: THE GRECO-ROMAN LEGACY

Literature Focal  The learners  The learner  The learner  Reading, analysing, and learning the  English  Valuing legacies
Point: demonstrate creatively and demonstrates morals of the following Greek and Communication of ancient
understanding of how proficiently communicative Roman writers, poetry, and stories: Arts and Skills civilization
Greek and Roman World Literature and creates a competence through 5. Helen of Troy through World  Reflecting on
Literature, Epics, other text types serve mythology of his his/ her 6. The Iliad Literature- by the wisdom of
Drama, Lyric Poetry as ways of expressing or her own understanding of 7. The Odyssey Milagros G. Lapid keeping grudges
and resolving personal making and literature and other 8. Agamemnon and Josephine B. and taking
conflicts, also how to manifest it text types for a 9. Greek and Roman Dramatists Serrano, revenge
use strategies in linking through a pop- deeper appreciation and Writers 10 hours pages 2-119  Critically
textual information, up book; of World Literature, 10. Hymn to Venus evaluating
repairing, enhancing including Philippine 11. To Licinius  Power Point ancient and
communication, public  The learners Literature. 12. The Enchiridion Presentation modern beliefs
speaking, and emphasis compose a 13. St. Pauls’ Letter to the about predicting
markers in persuasive short but Corinthians  Video Clips fate
texts, different forms powerful  Reflecting on
Language Focal Point: 25.) Determine the effect of textual aids
of modals, reflexive and persuasive text  Traditional the value of
 Textual Aids  The learners are like advance organizers, titles, non-
intensive pronouns. using a variety Visual Aid truth
 Important able to fluently linear illustrations, etc. on the
of persuasive  Analysing the
Information write, speak and understanding of a text 22
techniques and  Printed depiction of and
 Formal and read using the 26.) Get information that can be used in hours
devices. Pictures attitude to
informal features of everyday life from news reports,
women of a
definitions persuasive texts, speeches, informative talks, panel
literary text
factors, discussions, etc.
 Features of techniques and 27.) Differentiate formal and informal  Valuing
persuasive texts ethics in public definitions of words; cooperation
 Factors off public speaking, 28.) Identify features of persuasive among nations
speaking pronouns, texts;  Reflecting on
 Reflexive and sensory images, 29.) Identify the factors of public the different
intensive modals, gerunds speaking; attitudes and
pronouns and participles 30.) Use reflexive and intensive philosophies or
 Explicit and as well as the pronouns;; roman writers
implicit signals archaic and 31.) Determine the implicit and explicit and poets
 Ethics of public classical roots signals, verbal and non-verbal, used
speaking as their guide. by the speaker to highlight
 Sensory images significant points;
 Statements of 32.) Describe and interpret the ethics of
opinion public speaking;
 Techniques in 33.) Express appreciation of sensory
public speaking images;
 Persuasive texts 34.) Formulate a statement of opinion or
 Modals assertion;
 Generalizations 35.) Employ techniques in public
 Gerunds and speaking in a sample public speaking
Participles situation;
 Archaic meaning 36.) Express insights based on the ideas
of words presented on the material viewed
 Classical roots 37.) Compose a persuasive texts of
three paragraphs expressing one’s
stand on an issue and using a
variety of persuasive techniques
and devices
38.) Use modals
39.) Draw generalizations and
conclusions based on the materials
viewed
40.) Employ the techniques in public
speaking in a sample public speaking
situation
41.) Compare gerunds and participles
SY: 2017-2018
 ST. JOSEPH HIGH SCHOOL OF DAGAMI, INC.
K to 12 Curriculum Guide for English 10 World Literature
 CONTENT CONTENT STANDARDS PERFORMANCE GENERAL OBJECTIVES LEARNING COMPETENCY NO. OF LEARNING MATERIALS/ VALUE FOCUS
STANDARDS HOURS REFERENCES
SECOND QUARTER: THE EARLY EUROPEAN LITERATURE

Literature Focal Point:  The learner  The learner  The learners are able  Reading, analysing, and interpreting the  English  Comparing
demonstrates demonstrates to demonstrate morals of the following epics: Communication cultural
 Early European understanding of how understanding communicative 1.) The Nibelungenlied Arts and Skills patterns for
Epics world literatures and of propaganda competence through 2.) The Song off Roland through World women in a
 Literature as a other text types serve techniques his or her 3.) Don Quixote Literature- by selection with
resolving factor as a vehicle of through understanding of 4.) The Age of Renaissance 4 Milagros G. Lapid cultural Filipino
expressing and creating an Early European hours and Josephine B. patterns;
resolving conflicts advertisement Literature and other  Evaluate literature as a vehicle of Serrano,  Comparing epic
among individuals or though a one- text types for a expressing and resolving conflicts  pages 124-202 heroes with
groups; using minute video; deeper appreciation between and among individual or groups modern heroes
strategies in critical of their culture.  Power Point  Looking into the
Language Focal Point: reading, listening, and  The learner Presentation ethics of
viewing, and proficiently 1.) Transcode information from linear advertising;
 Linear and non- affirmation and delivers an to non-linear texts and vice-versa  Video Clips  Relating with
linear texts negation markers to argumentative 2.) Present information using tables, people who
 Technical and deliver an impromptu speech graphs, and maps;  Traditional Visual have different
operational and extemporaneous emphasizing 3.) Identify the propaganda techniques Aid views about life
definitions speeches. how to resolve in advertising; and reality
 Propaganda conflicts among 4.) Give technical and operational  Printed Pictures
techniques individual or definitions; 28
 Argumentative groups. 5.) Identify parts and features f hours
essays argumentative essays
 Fact, policy, and 6.) Apply appropriate pitch, stress,
values juncture, and intonation, etc.
 Listening texts 7.) Use the correct sound of English
 Prejudices and when delivering an impromptu and
biases in a text extemporaneous speech;
 Bibliography
 Explicit and implicit 8.) Observe the correct grammar in
meaning of texts; making definitions;
 Analytical listening; 9.) Formulate claims of fact, policy,
 Correct punctuation and value;
marks; 10.) Evaluate listening texts in terms of
 Delivering a speech; accuracy, validity, adequacy, and
 Affirming and relevance;
negating 11.) Detect bias and prejudice in the
expressions; material viewed;
 Argumentative 12.) Acknowledge citations by preparing
essay; a bibliography;
 French words; 13.) Use writing conventions to indicate
 Panel discussion; acknowledgement of resources;
 Advertising 14.) Read closely to get explicitly and
 Parliamentary implicitly stated information;
procedure 15.) Determine tone, mood, technique,
and purpose of the author;
16.) Employ analytical listening in
problem-solving;
17.) Observe the correct stance, proper
stage behaviour, establish eye
contact, demonstrate confidence
and ease of delivery;
18.) Giving a speech;
19.) Compose an argumentative essay;
20.) Pronouncing and identifying the
meaning of some French words;
21.) Preparing a panel discussion;
22.) Evaluating a radio or television
advertisements;
23.) Implementing parliamentary
procedures

SY: 2017-2018
 ST. JOSEPH HIGH SCHOOL OF DAGAMI, INC.
K to 12 Curriculum Guide for English 10 World Literature

CONTENT CONTENT STANDARDS PERFORMANCE GENERAL OBJECTIVES LEARNING COMPETENCY NO. OF LEARNING MATERIALS/ VALUE FOCUS
STANDARDS HOURS REFERENCES
THIRD QUARTER: GETTING INTO THE SHORT STORY

Literature Focal Point:  The learner  The learner  The learners are able  Reading, analysing, and interpreting the  English  Considring a life
demonstrates proficiently to demonstrate morals of the following short stories: Communication that is a hymn
 European short understanding of how produces a communicative 1.) Our lady’s Juggler Arts and Skills to the Lord
stories world literatures and literary analysis competence through 2.) The Lottery Ticket through World  Reflecting on
other text types serve of a selected his or her 3.) Adios, Cordera! Literature- by relationship
as sources of wisdom short story understanding of 4.) My donkey and I 7 Milagros G. Lapid between
in expressing and European Literature 5.) Creole Democracy hours and Josephine B. material wealth
resolving conflicts and other text types 6.) The Necklace Serrano, and
among individuals, for a deeper 7.) The Smith who could not get into pages 204-304 contentment
groups and nature; use appreciation of world hell  Discussing
evaluative reading literature.  Power Point animal rights
strategies, special Presentation  Evaluating
Language Focal Point: speeches for occasion; democracy in
pronouns and  The learners are able 1.) Overall artistic value of the  Video Clips the Philippines
 Structures and structures of to apply literary structure and elements of the  Looking into
elements of the modification. theories in analysing selection ;  Traditional Visual social and
selection a short story and 2.) Listen to simplify, reorganize, Aid economic class
 Evaluating conducting a literary synthesize, evaluate information to distinctions
information criticism expand, review, or update  Printed Pictures  Appreciating
 Expanded definition knowledge; God’s grace and
of words 3.) React intelligently to a text read 29 forgiveness
 Cohesion and and listened to; hours
coherence 4.) Give expanded definitions of words
 Writing techniques 5.) Expand ideas using principles of
 Acknowledge cohesion and coherence;
sources 6.) Use pronouns effectively;
 Polite expressions
 Structures of 7.) Use a variety of informative,
modification persuasive, and argumentative
 Examining biases in writing techniques;
a text 8.) Use writing conventions to
 Personal acknowledge sources;
significance of a 9.) Show respect for intellectual
selection property rights by acknowledging
 Short story citations made in critique
 Nature of a short 10.) Use polite expressions when giving
story a roast;;
 Parts of a story 11.) Use structures of modification;
script 12.) Compose an independent critique of
 Identifying errors in a chosen selection;
a sentence 13.) Disclose the personal significance
 Literary values of a material viewed;
 Literary theories 14.) Identify the elements of a short
story
15.) Identify the point of view in a story
16.) Extract the theme of the story
17.) Identify the literary discourse used
by the short story viewed
SY: 2017-2018
 ST. JOSEPH HIGH SCHOOL OF DAGAMI, INC.
K to 12 Curriculum Guide for English 10 World Literature
SY: 2017-2018
 CONTENT CONTENT STANDARDS PERFORMANCE GENERAL OBJECTIVES LEARNING COMPETENCY NO. OF LEARNING MATERIALS/ VALUE FOCUS
STANDARDS HOURS REFERENCES
FOURTH QUARTER: POETRY AND OTHER LITERARY TYPES

Literature Focal Point:  The learner  The learners  The learners are able  Reading, analysing, and interpreting the  English  Reflecting about
demonstrates competently to demonstrate morals of the following poems: Communication happiness and
 European Poetry understanding of how present a communicative 1.) Psalm Arts and Skills contentment
 Research paper world literatures and research report competence through 2.) The Life removed through World  Learning to
other text types serve on a relevant his or her 3.) The Charcoal Burner’s son Literature- by trust God’s
as instrument to socio-cultural understanding of 4.) O Lovely Fisher maiden Milagros G. Lapid protection
resolve social conflicts, issue. European Literature 5.) The Erl-King and Josephine B.  Considering the
also how to us the and other text types 6.) More Strong than Time Serrano, right time to fall
language of research, for a deeper 7.) Brazil pages 306-428 in love
campaigns, and appreciation of world 8.) Social Philosophy of Rizal 9 A  Looking into the
advocacies. literature. Research Paper)  Power Point Filipino concept
9.) Homework Presentation of work
10.) Seventy seven hours in February  Reflecting on
11.) A Filipino Candidate in Hawaii  Video Clips the state of
Language Focal Point: man
 The learners are able 1.) Use locational skills to gather  Traditional Visual  Reflecting on
 Locational skills to present a information from primary and Aid Nationalism
 Compare and competent research secondary sources of information  Learning about
contrast paper with the 2.) Compare and Contrast the contents  Printed Pictures Filipino
 Technical terms following as their of te materials viewed with the migrants
 Language of guide: locational outside sources of information in  Patience is a
research skills, technical terms of accessibility and virtue
 viewpoints terms, language of effectiveness 29
 Author’s purpose research, facts from 3.) Get familiar with technical texts hours
 Research paper beliefs, drawing used in research
 Elements of poetry conclusions, accuracy 4.) Observe the language of research,
 Kinds of poetry of given information, campaigns, and advocacies
and correct format of
 Accuracy of end notes and 5.) Get vital information from various
information bibliography. websites on the internet
 Format of end notes 6.) Get viewpoints on local and global
and bibliography issues
7.) Distinguish important points from
less important details
8.) Determine tone, mood, technique,
and purpose of the author
9.) Distinguish facts from beliefs
10.) Draw conclusions from a set of
details
11.) Point out relationships among
statements
12.) Use writing conventions in
acknowledging sources
13.) Acknowledge sources through a
bibliography
14.) Choosing and limiting a research
topic
15.) Preparing an outline of a research
paper
16.) Produce a research report on a
relevant local and global issue
17.) Identify the elements of poetry
18.) Classify poetry according to types
19.) Paraphrase and summarize poetic
passages
 I. Course Description:

Naipamamamalas ang malalim na pag unawa sa ,ga isyu a hamong pangkapaligiran, pang-ekonomiya,
pampulitika, karapatang pantao, pane-edukasyon, at pananagutang pangsibiko na kinahaharap ng mga bansa sa kasalukuyan, gamit
ang mga kasanayan sa pagsisiyasat, pagsusuri ng taos at iba’t-ibang sanggunian, pananaliksik, mapanuring pag-iisip, mabiang
komunikasyon, pagiging makatarungan, at matalinong pagpapasya.

II. Reference:
PADAYON- Araling Panlipunan (Mga Kontemporaneong Isyu Grade 10
(Ronaldo B. Mactal, Ph.D)

III. Grading System:

Written Works---------------30%
Performance Task-----------50%
Quarterly Assessment------20%
______
100%
 ST. JOSEPH HIGH SCHOOL OF DAGAMI, INC.
K to 12 Curriculum Guide for Araling Panlipunan 10 (Kontemporaneong Isyu)
SY: 2017-2018

COURSE DESCRIPTION: Ang kursong ito ay isangg gabay upang ipakita ang ibat-ibang malikhaing pagtugon sa mga napapanahong isyung hinaharap ng sangkatauhan.

BILANG BATAYANG NILALAMAN PAMANTAYANG PAMANTAYAN SA PAMANTAYAN SA PAGKATUTO PANGKALAHATANG KAGAMTANG

NG ORAS PAGPAPAHALAGA PANGNILALAMAN PAGGANAP LAYUNIN PAGTUTURO

UNANG MARKAHAN: MGA ISYUNG PANGKAPALIGIRAN AT PAG EKONOMIYA

 Pagiging mapag- A. Kahalagahan ng Pag-  Ang mga mag-aaral  Ang mga mag-aaral  Ang mga mag-aaral ay: Naipamamalas ang malalim  Visual aids
matyag sa mga aaral ng mga ay may pag-unawa: ay: na pag-unawa sa mga isyu
nangyayari sa kontemporaneong isyu 1.) Naipaliliwanag ang konsepto ng at hamong pangkapaligiran,  Videoclips ng
kapaligiran Sa sanhi at iplikasyon Nakabubuo n kontemporaneong isyu pang-ekonomiya, mga balitang
ng mga local at programang 2.) Nasusuri ang kahalagahan ng pampulitika, karapaang Napapanahon
pandaigdigang isyung pangkabuhayan pagiging mulat sa pantao, pang edukasyon, at
pang-ekonomiya batay sa mga kontemporaneong isyu sa pananagutang pansibiko na  Mga larawan
tungo sa pagkamit ng pinagkukunang lipunan at daigdig kinahaharap ng bansa sa
pambansang yaman na kasalukuyan, gamit ang  Powepoint
5 kaunlaran matatapuan sa mga kasanayan sa Presentation
pamayanan upang pagsisiyasat, pagsusuri ng
makatulong a datos at iba’t-ibang
paglutas sa mga sanggunian, pananaliksik,
suliraning mapanuring pag-iisip,
pangkabuhayan na mabisang komunikasyon,
kinahaharap ng mga pagiging makatarungan, at
mamamayan. matalinong pagpapasya
 Pagpapahalaga sa B. Mga Suliraning 3.) Naiipaliliwanag ang iba’t-ibang
mga likas na Pangkapaligiran uri ng kalamidad na
yaman na bigay nararanasan sa komunidad at
ng Diyos 1.) Disaster Risk bansa;
Mitigation 4.) Naiuugnay ang Gawain at
2.) Climate Change desisyon ng tao sa
(AAspektongPolitikal, pagkakaroon ng mga
pang ekonomiya, at kalamidad;
Panlipunan) 5.) Natutukoy ang mga
3.) Mga suliraning paghahanda na dapat gawin sa
pangkapligiran sa harap ng kalamidad
sariling pamayanan 6.) Natutukoy ang mga ahensya g
pamahalaan na responsible sa
Halimbawa:Waste kaligtasan g mamamayan sa
Management, mining, panahon ng kalamidad
quarrying, deforestation, at 7.) Naipaliliwanag ang aspektop
flashflood political, pang-ekonomiya, at
panglipunan ng Climate Change
8.) Natatalakay ang iba’t-ibang
programa, polisiya, at
patakaran ng pamahalaan at ng
mga pandaigdigang samahan
tungkol sa climate change
9.) Natatalakay ang hakbang ng
pamahalaan sa pagharap sa
mga suliraning pangkapaligiran
at pagpamayanannakagagawa
ng case study tungkol sa
epekto ng mga suliraning
ankapaligiran na nararanasan
sa sariling lipunan
  Maging mapagpa- C. Mga isyung pang- 10.) Naipaliliwanag ang mga dahilan
salamat sa buhay ekonomiya ng pagkakaroon ng
na bigay ng Diyos unemployment
1.) Unemployment 11.) Natataya ng implikasyon ng
2.) Globalisasyon unemployment sa pamumuhay
3.) Sustainable at s apag-unlad ng bansa
Development 12.) Nakabubuo ng mga mungkahi
upang malutas ag ga suliranin
ng unemployment
13.) Naipaliliwanag ang konsepto ng
Glibalisasyon
14.) Naipalilianag ang
pagkasaysaan, pampulitikal,
9 pan-ekonomiya, ta sosyo-
kultural na pinagmulan ng
globalisasyon
15.) Nasusuri ag mga pangunahing
institusyon na ay bahaging
ginagampanan sa globalisasyon
16.) Naipaliliwanag ag konsepto ng
Sustainable development
17.) Natatalakay ang ksaysayan g
pagbuo ng konsepto ng
Sustainable Developmet
18.) Naipaliliwanag ang ugnayan ng
mga gaain at dessyon ng tao sa
pagbabagong pangkapaligiran
19.) Nasusuri ang kasalukuyang
hamon sa pagtamo ng
sustainable development
20.) Nakasusulat ng isang case
study na nakaton sa pagtamo
ng Sustainable Development ng
Kinabibilangang pamayanan
 ST. JOSEPH HIGH SCHOOL OF DAGAMI, INC.
K to 12 Curriculum Guide for Araling Panlipunan 10 (Kontemporaneong Isyu)
SY: 2017-2018

BILANG BATAYANG NILALAMAN PAMANTAYANG PAMANTAYAN SA PAMANTAYAN SA PAGKATUTO PANGKALAHATANG KAGAMTANG

NG ORAS PAGPAPAHALAGA PANGNILALAMAN PAGGANAP LAYUNIN PAGTUTURO

IKALAWANG MARKAHAN: MGA ISYUNG POLITIKAL AT PANGKAPAYAPAAN

 Makuntento sa A. Mga Isyung Politikal  Ang mga mag-  Ang mga mag-aaral  Ang mga mag-aaral ay:  Visual aids
mga bagay na aaral ay may ay:
bigay ng Diyos 1.) Migrasyon pag-unawa: 1.) Natutukoy ang mga dahilan ng migrasyon sa  Videoclips ng
2.) Isyung territorial Nakapagpapanuklas loob at labas ng bansa mga balitang
3.) Political dynasties Sa sanhi at ng mga paraan na 2.) Naipaliliwanag ang epekto ng migrasyon sa Napapanahon
4.) Graft and epekto ng mga nagpapaita ng aspektong panlupunan, pampulitika, at
Corruption isyung aktibong pakikilahok pangkabuhayan  Mga larawan
pampulitikal asa sa mga isyung 3.) Natatalakay ang mga ahilan ng mga
pagpapanatili ng pampulitikal na suliraning territorial at hangganan  Powepoint
10 katatagan ng nararanasan sa 4.) Nasusuri ang mga epekto ng suliraning Presentation
pamahalaan at pamayanan at sa territorial at hangganan sa aspektong
maayos na bansa panlipunan, pampulitika, pangkabuhayan, at
ugnayan ng mga pangkapayapaan ng mga mamamayan
bansa sa daigdig 5.) Naipaliliwanag ang konsepto ng political
dynasty
6.) Naipaliliwanag angkonsepto ng graft at
corruption
7.) Natataya ang epekto ng graft at corruption
sa pagtitiwala at partisipasyon ng mga
mamayan sa mga programa ng pamahalaan
8.) Nasusuri nag kaugnayan ng graft at
corruption sa aspektong pangkabuhayan at
panglipunan
9.) Nakapagmumungkahi ng mga paraan upang
maiwasan ang graft at corruption sa
lipunan
 ST. JOSEPH HIGH SCHOOL OF DAGAMI, INC.
K to 12 Curriculum Guide for Araling Panlipunan 10 (Kontemporaneong Isyu)
SY: 2017-2018

BILANG BATAYANG NILALAMAN PAMANTAYANG PAMANTAYAN SA PAMANTAYAN SA PAGKATUTO PANGKALAHATANG KAGAMTANG

NG ORAS PAGPAPAHALAGA PANGNILALAMAN PAGGANAP LAYUNIN PAGTUTURO

IKATLONG MARKAHAN: MGA ISYU SA GENDER AT KARAPATANG PANTAO

 Igalang ang B. Mga Isyung may  Ang mga mag-  Ang mga mag-  Ang mga mag-aaral ay:  Visual aids
kasarian at kaugnayan sa gender aaral ay may aaral ay:
karapatan ng pag-unawa: 1.) nakabubuo ng dokyumentaryo na nagsusulong sa  Videoclips ng
bawat tao 1.) Gender and Nakabubuo ng paggalang sa karapatan ng mga mamamayan mga balitang
Sexuality Sa kahalagahan dokumentaryo na sapagpili ng kasarian at sekswalidad Napapanahon
2.) Reproductive sa pagtanggap nagsusulong sa 2.) nagsusuri ng ibat ibang salik na nagiing dahilan
Health Law at paggalang sa ng pagkakaroon ng disrkriminasyon sa kasarian  Mga larawan
3.) Same sex pangangalagasa karapatan ng mga 3.) natataya ang bahaging ginagampanan ng
marriage ibat-ibang mamamayan aksarian sa ibat ibang larangan at istitusyog  Powepoint
10 4.) Prostitusyon at perspektibo a sapagpili ng panglipunan Presentation
Pang-aabusp may kaugnayan kasarian at 4.) napaghahambing ang katayuan sa lipunan ng
sa samut-saring sekswalidad kababaiha, lesbians, gays, bisexuals, at
isyu sa gender transgender sa ibat ibang bansa at rehiyon
5.) naipaliliwanag ang mahalagang probisyon ng
Reproductive Healt law
6.) nasusuri ang epekto ng same sex arriage sa mga
bansang pinahihntulutan ito
7.) naipahahayag ang pananaw sa pagpapahintulot
ng same sex marriage sa bansa
8.) natatalakay ang dahilan ng prostitusyon at pang-
aabuso
9.) nasusuri ang epekto ng prostitusyon at pang
aabuso sa buhay ng tao sa pamayanan at bansa
 ST. JOSEPH HIGH SCHOOL OF DAGAMI, INC.
K to 12 Curriculum Guide for Araling Panlipunan 10 (Kontemporaneong Isyu)
SY: 2017-2018

BILANG BATAYANG NILALAMAN PAMANTAYANG PAMANTAYAN SA PAMANTAYAN SA PAGKATUTO PANGKALAHATANG KAGAMTANG

NG ORAS PAGPAPAHALAGA PANGNILALAMAN PAGGANAP LAYUNIN PAGTUTURO

IKAAPAT NA MARKAHAN: MGA ISYUNG PANG-EDUKASYON, PANSIBIKO, AT PAGKAMAMAMAYAN

 Pagpapahalaga sa A. Mga Isyung Pang-  Ang mga mag-aaral  Ang mga mag-aaral  Ang mga mag-aaral ay:  Visual aids
edukasyon Edukasyon ay may pag-unawa: ay:
1.) Nasusuri ang Sistema ng  Videoclips ng
1.) Access sa Sa halaga ng Nakagagawa ng case edukasyon sa bansa mga balitang
edukasyon edukasyon tungo sa study bna 2.) Nasusuri nagmga programa ng Napapanahon
2.) Kalidad ng ikabubuti ng kalidad tumatalakay sa mga pamahalaan na nagsusulong ng
edukasyon ng pamumuhay ng solusyon tungkol sa pagkakapantay-pantay sa  Mga larawan
tao, pagpapanatili ng mga suliraning edukasyon
6 kaayusang kinahaharap ng 3.) Nasusuri nag mga programa  Powepoint
panlipunan, at pag- Sistema ng ng pamahalaan na nagsusulong Presentation
unlad ng bansa edikasyon sa bansa ng pagkakapantay-pantay sa
edukasyon
4.) Natatalakay ang mga suliraning
kinahaharap ng sector ng
edukasyon sa bansa
5.) Naapagmumungkahi ng mga
pamammaraan na
makatutulong s apagtaas ng
kalidad ng edukasyon sa bansa
  Kahalagahan ng B. Pansibiko at  Ang mga mag-aaral  Ang mga mag-aaral 6.) Natutukoy ang mga katangian n
pakikiisa o Pagkamamamayan ay may pag-unawa: ay: dapat taglayin ng isang
akikilahok sa mga aktibong mamamamyan na
gawaing ikauunlad 1.) Pakikilahok sa mga Sa kahalagahan ng Nakagagawa ng aktibong nakikilahok sa mga
ng kapwa tao gawaing pansibiko pagkamamamayan at pananaliksik tungkl sa Gawain at usaping pangsibiko
2.) Pakikilahok sa mga pakikilahok sa mga kalagayan ng pakikilahok 7.) Natatalakay ang ibat ibang
gawaing poltikal gawaing pansibiko tungo sa mga gawaing gawaing pabgsibiko sa bansa
sa pagkakaoon ng isang pangsibiko at political ng 8.) Nasusuri ang epekto ng
pamayanan at bansang mga mamamayan sa pakikilahok sa mga gaaing
6 maunlad, mapayapa, at kanilang sariling pangsbiko, kabuhayan, pulitika
may pagkakaisa pamayanan at lipunan
9.) Naipaliliwanag ang kahalagahan
ng pagkakaroon ng
koopersayon ng mga
mamamayan
10.) Naipapahayag ang saloobin sa
mahahahalagang isyung
pampulitika na kinahaharap ng
sariping pamayanan at ng
buong bansa
 ST.JOSEPH HIGH SCHOOL OF DAGAMI, INC.
SAN JOSE ST. DISTRICT I, DAGAMI, LEYTE
SY: 2017-2018

SYLLABUS
ENGLISH: PHILIPPINE LITERATURE- GRADE 7 (AMBER/BERYL)

Prepared by:

MS. SHARMAINE A. MALINAO

Subject teacher

Submitted to:

SR. M.CECILE MATURAN, O.S.F

School Principal
 ST.JOSEPH HIGH SCHOOL OF DAGAMI, INC.
SAN JOSE ST. DISTRICT I, DAGAMI, LEYTE
SY: 2017-2018

SYLLABUS
ENGLISH: AFRO-ASIAN LITERATURE- GRADE 8 (AMBER/BERYL)

Prepared by:

MS. SHARMAINE A. MALINAO

Subject teacher

Submitted to:

SR. M.CECILE MATURAN, O.S.F

School Principal
 ST.JOSEPH HIGH SCHOOL OF DAGAMI, INC.
SAN JOSE ST. DISTRICT I, DAGAMI, LEYTE
SY: 2017-2018

SYLLABUS
ENGLISH: WORLDLITERATURE- GRADE 10 (AMBER/BERYL)

Prepared by:

MS. SHARMAINE A. MALINAO

Subject teacher

Submitted to:

SR. M.CECILE MATURAN, O.S.F

School Principal
 ST.JOSEPH HIGH SCHOOL OF DAGAMI, INC.
SAN JOSE ST. DISTRICT I, DAGAMI, LEYTE
SY: 2017-2018

SYLLABUS
ARALING PANLIPUNAN- GRADE 10 (AMBER/BERYL)

Prepared by:

MS. SHARMAINE A. MALINAO

Subject teacher

Submitted to:

SR. M.CECILE MATURAN, O.S.F

School Principal