CURRICULUM

MAPPING
Samaika P. canalin
Ma. Lisa S. Solano
Julie Marie B. Martinez
Sharmine B. Cahilig
Mark Joseph A. Toledo
FIRST QUARTER
PROGRAM STANDARD The learner demonstrate communicative competence
through his/her understanding of literature and other
texts types for a deeper appreciation of Philippine
Culture and those of other countries.
GRADE LEVEL STANDARD The learner demonstrates communicative competence
through his/her understanding of Afro-Asian Literature
and other texts types of a deeper appreciation of
Philippine Culture and those of other countries.
CONTENT STANDARD The learner demonstrates understanding of: African
literature as a means of exploring forces that human
beings contend with; various reading styles vis-a vis
purposes of reading; prosodic features that serve as a
carrier of meaning; ways by which information may be
organized, related, and delivered orally; and parallel
structures and cohesive devices in presenting
information.
PERFORMANCE STANDARD The learner transfers learning by composing and
delivering an informative speech based on a specific
topic of interest keeping in mind the proper and
effective use of parallel structures and cohesive
devices and appropriate prosodic features, stance, and
behavior.
WEEK 1
RC LC VC V
Reading Listening Viewing Vocabulary
Comprehension Comprehension Comprehension Development
EN8RC-Ia-7.2: scan for EN8LC-Ia-5.1: listen for EN8VC-Ia-8: use EN8V-Ia-10.2:
logical connectors to important points context clues from the determine the meaning
determine the text signalled by volume, material viewed to of Idiomatic
type. projection, pitch, determine the meaning expressions by noting
stress, intonation, of unfamiliar words or context clues and
juncture, and rate of expression. collocations.
speech.

LT WC F G
Literature Writing and Oral Language and Grammar Awareness
Composition Fluency

EN8LT-Ia-8: Describe EN8WC-Ia-1.1: EN8OL-Ia-3.11: use the EN8G-Ia-7: use parallel

the notable literary Generate ideas and correct sounds of structures
genres contributed by their relationships English EN8G-Ia-8: Use
African Writers appropriate cohesive
EN8WC-Ia-1.1.6.1: devices in composing
EN8LT-Ia-8.1: Identify present ideas using a an informative speech.
the distinguishing variety of graphic
features of notable organizers
african chants, poems,
folktales, and short
stories
WEEK 2
RC LC VC V
Reading Listening Viewing Vocabulary
Comprehension Comprehension Comprehension Development

EN8RC-Ib-7.2: : scan EN8LC-Ib-5.1: : listen EN8VC-Ib-8: : use EN8V-Ib-10.2:

for logical connectors for important points context clues from the determine the meaning
to determine the text signalled by volume, material viewed to of Idiomatic
type. projection, pitch, determine the meaning expressions by noting
stress, intonation, of unfamiliar words or context clues and
juncture, and rate of expression. collocations.
speech.

LT WC F G
Literature Writing and Oral Language and Grammar Awareness
Composition Fluency
EN8LT-Ib-8: Describe EN8WC-Ib-1.1: EN80L-Ib-3.11: use the EN8G-Ib-7: use parallel
the notable literary Generate ideas and correct sounds of structures
genres contributed by their relationships English
African Writers EN8G-Ib-8: Use
EN8WC-Ib-1.1.6: appropriate cohesive
EN8LT-Ib-8.1: Identify organize ideas in one- devices in composing
the distinguishing step word, phrase, and an informative speech.
features of notable sentence outline
african chants, poems, forms.
folktales, and short
stories
WEEK 3
RC LC VC V
Reading Listening Viewing Vocabulary
Comprehension Comprehension Comprehension Development

EN8SS-Ic-1.5.1: Skim to EN8LC-Ic-8: listen for EN8V-Ic-8: use context EN8V-Ic-10.2:

determine key Ideas important points clues from the material determine the meaning
signalled by volume, viewed to determine of Idiomatic
projection, pitch, the meaning of expressions by noting
stress, intonation, unfamiliar words or context clues and
juncture, and rate of expression. collocations.
speech.
 LT WC F G
Literature Writing and Oral Language and Grammar Awareness
Composition Fluency

EN8LT-Ic-8: describe EN8WC-Ic-1.1: EN80L-Ic-3.11: use the EN8G-Ic-7: use parallel

the notable literary Generate ideas and correct sounds of structures
genres contributed by their relationships English
African writers. EN8G-Ib-8: Use
EN8WC-Ic-1.1.6: appropriate cohesive
EN8LT-Ic-2.2: explain organize ideas in one- devices in composing
how the elements step word, phrase, and an informative speech.
specific to a genre sentence outline
contribute to the forms.
theme of a particular
literary selection

EN8LT-Ic-2.2.1: express
appreciation for
sensory images used

EN8LT-Ic-2.2.2: explain
the literary devices
used.
WEEK 4
RC LC VC V
Reading Listening Viewing Vocabulary
Comprehension Comprehension Comprehension Development

EN8SS-Id-1.5.1: Skim to EN8LC-Id-8: listen for EN8VC-Id-9: organize EN8V-Id-10.2:

determine key Ideas important points information from a determine the meaning
signalled by volume, material viewed of Idiomatic
projection, pitch, expressions by noting
stress, intonation, context clues and
juncture, and rate of collocations
speech.
 LT WC F G
Literature Writing and Oral Language and Grammar Awareness
Composition Fluency
EN8LT-Id-8: describe EN8WC-Id-1.1: EN0F-Id-3: Deliver a EN8G-Id-7: use parallel
the notable literary Generate ideas and self-composed structures.
genres contributed by their relationships informative speech.
African writers. EN8G-Id-8: use
EN8WC-Ic-1.1.6: appropriate cohesive
EN8LT-Id-2.2: explain organize ideas in one- devices in composing
how the elements step word, phrase, and an informative speech.
specific to a genre sentence outline
contribute to the forms.
theme of a particular
literary selection

EN8LT-Id-2.2.3:
determine tone, mood,
technique, and purpose
of the author.
WEEK 5
RC LC VC V
Reading Listening Viewing Vocabulary
Comprehension Comprehension Comprehension Development

EN8RC-Ie-7: use the EN8LC-Ie-9: determine EN8VC-Ie-9: organize EN8-Ie-4: use

appropriate reading how volume, information from a appropriate strategies
style ( scanning, projection, pitch, material viewed in unlocking the
skimming, speed, stress, intonation, meaning of unfamiliar
reading, intensive juncture, and speech words and idiomatic
reading etc.) for one’s rate serve as carriers expressions.
purpose. of meaning.
 LT WC F G
Literature Writing and Oral Language and Grammar Awareness
Composition Fluency
EN8LT-Ie-8: describe EN8WC-Ie-6: organize EN8OL-Ie-5: use EN8G-Ie-7: use parallel
the notable literary notes taken from an appropriate prosodic structures
genres contributed by expository text features of speech
african writers. when delivering lines EN8G-Ie-8: use
EN8WC- Ie-6.1: arrange appropriate cohesive
EN8LT-Ie-2.2: explain notes using a variety of devices in composing
how the elements graphic organizers an informative speech
specific to a gene
contribute to the
theme of a particular
literary selection

EN8LT-Ie-2.2.3:
determine tone. mood,
technique, and purpose
of the author.
WEEK 6
RC LC VC V
Reading Listening Viewing Vocabulary
Comprehension Comprehension Comprehension Development
EN8RC-If-7: use the EN8LC-If-5.2: EN8VC-Lf-9: organize EN8V-If-9: determine
appropriate reading determine how information from the meaning of words
style ( scanning, volume, projection, material viewed and expressions that
skimming, speed, pitch, stress, reflects the local
reading, intensive intonation, juncture, culture by noting
reading etc.) for one’s and speech rate serve context clues
purpose. as carriers of meaning.

LT WC F G
Literature Writing and Oral Language and Grammar Awareness
Composition Fluency
EN8LT-If-7:appreciate EN8WC-If-6: Organize EN8OL-If-5: use EN8G-If-7: use parallel
literature as a means notes taken from an appropriate prosodic structures
of understanding the expository text. features of speech
human being and the when delivering lines EN8G-If-8: use
forces he/she needs to EN8WC-If-6.1: arrange appropriate cohesive
contend with notes using a variety of devices in composing
graphic organizers an informative speech
WEEK 7
RC LC VC V
Reading Listening Viewing Vocabulary
Comprehension Comprehension Comprehension Development
EN8RC-Ig-7.1: read EN8LC-Ig-5.2: note the EN8VC-Ig-15: compare EN8V-Ig-6: determine
intensively to changes in volumes, and contrast the the meaning of words
determine the author’s projection, pitch, presentation of the and expressions that
purpose stress, intonation, same topic in different reflect the local
juncture, and rate of viewing genres culture by noting
speech that affect context clues.
meaning

LT WC F G
Literature Writing and Oral Language and Grammar Awareness
Composition Fluency
EN8LT-Ig-8: describe EN8WC-Ig-6: organize EN8F-Ig-3: deliver a EN8G-Ig-7: use the
the notable literary notes taken from an self-composed parallel structures
genres contributed by expository text informative speech.
african writers EN8G-Ig-8: use
EN8WC-Ig-6.2: arrange EN8F-Ig-3.8: use the appropriate cohesive
EN8LT-Ig-2.3: draw notes in one-step correct stance and devices in composing
similarities and word, phrase, and behavior an informative speech
differences of the sentence outline
featured selections in forms.
relation to the theme
WEEK 8
RC LC VC V
Reading Listening Viewing Vocabulary
Comprehension Comprehension Comprehension Development
EN8RC-Ih-7.1: read EN8LC-Ih-5.2: note the EN8VC-Ih-15: compare EN8V-Ih-6: determine
intensively to changes in volumes, and contrast the the meaning of words
determine the author’s projection, pitch, presentation of the and expressions that
purpose stress, intonation, same topic in different reflect the local
juncture, and rate of viewing genres culture by noting
speech that affect context clues.
meaning

LT WC F G
Literature Writing and Oral Language and Grammar Awareness
Composition Fluency
EN8LT-Ih-3: explain EN8WC-Ih-6: organize EN8OL-Ih-3.12: EN8G-Ig-7: use the
how a selection may be notes taken from an highlight important parallel structures
influenced by culture, expository text points in an
history, environment, informative talk using EN8G-Ig-8: use
or other factors EN8WC-Ih-6.2: arrange appropriate appropriate cohesive
notes in one-step presentation aids devices in composing
word, phrase, and an informative speech
sentence outline
forms.
WEEK 9
RC LC VC V
Reading Listening Viewing Vocabulary
Comprehension Comprehension Comprehension Development
EN8RC-Ii-7: use the EN8LC-Ii-5.2: note the EN8VC-Ii-15: compare EN8V-Ii-6: determine
appropriate reading changes in volumes, and contrast the the meaning of words
style ( scanning, projection, pitch, presentation of the and expressions that
skimming, speed, stress, intonation, same topic in different reflect the local
reading, intensive juncture, and rate of viewing genres culture by noting
reading etc.) for one’s speech that affect context clues.
purpose. meaning

LT WC F G
Literature Writing and Oral Language and Grammar Awareness
Composition Fluency
EN8LT-Ii-3: explain EN8WC-Ii-6: organize EN8WC-Ii-3: deliver a EN8G-Ii-7: use the
how a selection may be notes taken from an self-composed parallel structures
influenced by culture, expository text informative speech
history, environment, EN8G-Ii-8: use
or other factors EN8WC-Ih-6.2: arrange appropriate cohesive
notes in one-step devices in composing
word, phrase, and an informative speech
sentence outline
forms.
CULMINATING
ACTIVITY
Week 10
MECHANICS AND
CRITERIA FOR
JUDGING
VERSE CHOIR
CRITERIA
Overall Interpretation------------------------40%
• The speech choir invokes thoughts and feelings and initiates a
shared experience with the audience through superior dynamics,
unique techniques, and expressive interpretations of the lines.
Mastery and Delivery -------------------------- 40%
• The speech choir demonstrates mastery of the piece by
maintaining vocal unison, stage poise, eye contact, and other
verbal and nonverbal effects.
Costume and Props------------------------------10%
• The speech choir wears costumes and uses props indispensable
in the interpretation of the piece and shared experience
between the choir and the audience.
Audience Impact ---------------------------10%
• The speech choir succeeds in engaging the audience in the
shared experience, hence communicating the message of the
literary piece.
MECHANICS
1. Speech choirs shall be comprised of twelve (12) to twenty-five
(25) class members.
2. “I AM AN AFRICAN CHILD” by Eku Mcgred shall be the piece and
be recited with vocal and other effects in five (5) to seven (7)
minutes.
3. Members of the choirs shall wear and use costumes, props, and
others whenever appropriate to improve the choral interpretation
of the piece.
4. Dangerous stunts shall be prohibited. The board of judges
reserves the right to discontinue presentations whenever posing
danger or risks to the members of the team, the judges, and the
audience.
5. Upon submission of the results to the committee, judges’
decision shall be considered final and irrevocable.
6. Only three (3) speech choirs shall be awarded as Champion, 1st
Runner-Up, and 2nd Runner-Up.
STORYTELLING
CRITERIA
Adherence to the Storyline---------------25%

Delivery-------------------------25%

Language skills-----------------25%

Voice----------------25%
MECHANICS
1. There will be two (2) official contest piece to be selected from Philippine
Literature that shall be provided by the organizer.
2. All two (2) story pieces must be read and be studied by the contestant within
preparation period.
3. A story piece among all the two (2) stories will be drawn by the contestant
after the on-going speaker has stared his/her delivery.
4. The delivery must be done by a recounting of the original story piece. A
minimum of 7 minutes and a maximum of 10 minutes of delivery time will be
given to each contestant.
5. The contestant will not be allowed to bring a copy of the story during the
performance.
6. One (1) point shall be deducted from the contestant’s total score for every 30
seconds of under time and overtime the delivery.
7. Movement is confined to either sitting or standing throughout the delivery.
No low level movements. Steps in all directions shall be confined to not more
than 5. One (1) point shall ne deducted from each judges’ total score for every
violation on movement.
8. Decent attire is required.
9. No recorded sound effects, background is not allowed to support the story.
10. Judges’ decision is final
POEM MAKING
CRITERIA
Relevance to the theme----------------------25%

Originality and uniqueness---------------------20%

Poetic structure (creativity, clarity, and

rhymes) -------------------------15%

Content--------------------------------------20%

Judge’s impression------------------20%
MECHANICS
There will be at least one participant in every year level.
2. Each participant will give 2 hours in making. Start at 1:00
p.m. and end at 2:00 pm
3. The poem-writing contest will be held on January 20 at
Voag building.
4. Each entry will be identified through number codes.
5. Participant will be provided with the necessary writing
materials, such as ball pen and paper.
6. No one is allowed to go out of the room while the contest
is still going on. The use of cellular phones during the
contest proper is not admissible.
7. The theme will be about Philippine Culture.
8. Poems may be written in English.
9. Entries must only have 4-6 stanzas, and there is no word
limit in each line.
EXTEMPORANEOUS
SPEAKING
CRITERIA
Content, clear organization-------------------35%

Delivery------------------------------35%

Pronunciation, enunciation, diction----------20%

Stage presence (eye contact, poise,

personality) ----------------------10%
MECHANICS
1. The topic shall be pick by the contestants.
2. The contestants shall be given 10 minutes to prepare and 3
minutes minimum to 5 minutes maximum to deliver.
• The contestants are not allowed to have gadget (e.g.
cellphone, tablet, etc.)
• The under time and overtime deduction shall apply.
• There will be deduction of one (1) point for every 10
seconds under time and overtime from the respective judges’
total score before determining the rank of contestants.
3. The style of the delivery shall be conversational, oratorical
or combination of both.
• Dramatic style is considered as disqualified
4. The contestant should not wear his/her school uniform.
Business attire is encouraged.
5. The judges’ decision is final.
IMPROMPTU SPEAKING
CRITERIA
Delivery------------20%

Manner of speaking-----------------20%

Originality/Evidence--------------------20%

Organization---------------30%

Audience impact----------------10%
MECHANICS
1. Contestant will be asked to draw lots for the sequence of
the speakers before the contest proper.
2. During the contest proper, each contestant will be called
on stage to pick a card-containing a question/topic that
needs to be answered. Each contestant will be given 2 (two)
minutes only to read the question and think for an answer.
Topic/questions in the impromptu speech contest are
relatively and reasonably broad and are aligned to the topic
about Philippine cultures.
3. The duration of the speech to be delivered should be at
least 3 (three) minutes (minimum) and at most 4 (four)
minutes (maximum). If the duration of the speech delivered
is less than 3 minutes deduction will be given.
4. Contestant will be asked to stop delivering his/her speech
after the 4th minute. After each contestant has delivered his
or her speech, he/she will led back to his/her assigned seat.
THANK YOU
Samaika P. canalin
Ma. Lisa S. Solano
Julie Marie B. Martinez
Sharmine B. Cahilig
Mark Joseph A. Toledo