GRADE 8: ECAS THROUGH AFRO – ASIAN LITERATURE

The student demonstrates communicative competence through his/her understanding of literature and other texts types
PROGRAM STANDARD
for a deeper appreciation of Philippine Culture and those of other countries.
The student demonstrates communicative competence through his/her understanding of Afro-Asian literature and other
GRADE LEVEL STANDARD
text types for a deeper appreciation of Philippine culture and those other countries.
The students demonstrates understanding East Asian literature as a mirror to a shared heritage; coping strategies in
CONTENT STANDARD processing textual information; strategies in examining features of a listening and viewing material; structural analysis of
words and propaganda techniques; and grammatical signals for opinion – making persuasions and emphasis.
The student transfer learning by composing and delivering a persuasive speech based on an informative essay featuring
PERFORMANCE STANDARD use of properly acknowledged information sources, grammatical signal for opinion–making persuasions and emphasis,
and appropriate prosodic features, stance, and behavior

UNIT NUMBER 3
UNIT TITLE Exploring Indian, Arabian, and Jewish Literatures
NUMBER OF DAYS 67
CORE
UNDERSTANDINGS
TOPICS COMPETENCIES ASSESSMENTS ACTIVITIES VALUES INTEGRATION
AND CORE
QUESTIONS
12 days Students will G1. Distinguishing the Formative G1. A. Sharing ideas Showing kindness
 The /e/ and /i/ sounds understand that: /e/ and /i/ sounds about India and its
 Group activities
 Writing complete (EN8OL-Ia-3.11) people
1. People will not be  Oral and written
sentences and
able to get the full F1. Writing complete exercises G1. B. studying pictures
observing correct
meaning or idea and sentences correctly of the taj Mahal and other
mechanics Summative
may be led to landmarks in India
 Conjunctions (ECAS8 GA-II-a-12)
assuming  Unit test G1.C. Reading “The
 The /ä/ and /a/ sounds incorrectly. This will H1. Using conjunction  Performance task Indian literature”
 Subject – verb lead to correctly (ECAS8 GA-
agreement misunderstandings. IIa-13)
 CORE
UNDERSTANDINGS
TOPICS COMPETENCIES ASSESSMENTS ACTIVITIES VALUES INTEGRATION
AND CORE
QUESTIONS
Lesson 1 “Exploring 2. Being greedy for G2. Distinguishing G1 D. answering
Indian Literature,” power can force between the /ä/ and /a/ questions about the
people to hurt or take sounds selection
Worktext pages 122-152
advantage of others,
(EN8OL-Ia-3.11) G1. E. differentiating
instead of acting fairly
between the / e/ and /i/
and rightly.
Resources sounds
3. Even if it is
H2. Observing
 Worktext disappointing, we F1. A. defining a subject
must learn to accept agreement between the
 Learning Guide subject and predicate
predicate, noun, and
 Picture of the taj that not everything verb
meant for us. (EN7G-I-i-11)
Mahal and other F1. B. completing
landmarks in India 4. We will never know
the friendship will sentences and adding
wane or disappear, the correct punctuation
so we must treasure it marks
while it last. F1. C. placing correct
5. If one leads by punctuation mark in
example, people will paragraphs.
see that his/her words
and thoughts are H1. A. Identifying
translated into action. conjunctions that should
Hence, they will more connect clauses
faith in him/her. H1. B. supplying
6. Mistakes in following subordinating
instructions can lead conjunction to connect
to disastrous clauses
consequences.
H1. C. Rewriting
sentences using correct
conjunctions
 CORE
UNDERSTANDINGS
TOPICS COMPETENCIES ASSESSMENTS ACTIVITIES VALUES INTEGRATION
AND CORE
QUESTIONS
Students will keep G2. A. Reading “The
considering the following Ramayana”
questions:
G2. B. Answering
1. What happens if questions about the
people always talk or selection
write using
G2. C. working in groups
incomplete
sentences? G2. D. Differentiating
2. How can the greed or between the /ä/ and /a/
desire for power sounds
destroys people
character? G2. E. Reading words
3. How should we deal with the /ä/ and /a/
with the situation sounds
when things are not G2. F. Giving the
meant for us? examples of words with
4. Why should we /ä/ and /a/ sounds
treasure each
moment we have with H2. A. Working in groups
our friends? and constructing
5. How does leading by sentences based on
example become the subject- verb agreement
most powerful tool rules
influence others? H2. B. Reading
6. Why is it important to sentences in class
be very accurate
about the instructions H2. C. Completing
we follow? sentences with the
correct form of verb
 CORE
UNDERSTANDINGS
TOPICS COMPETENCIES ASSESSMENTS ACTIVITIES VALUES INTEGRATION
AND CORE
QUESTIONS
H2. D. Supplying verb
that agree with subject
in sentences
H2. E. Reading “Youth
Organizations”
 CORE
UNDERSTANDINGS
TOPICS COMPETENCIES ASSESSMENTS ACTIVITIES VALUES INTEGRATION
AND CORE
QUESTIONS
14 Days E1. Identifying the point Formative E1. A. Enumerating  Valuing every
of view of a story qualities of a best friend moment spent with
 Point of view a story  Group activities friends
(ECAS8LT-II-b-14)
 Unity coherence in  Oral and written E1. B. Reading the story  Leading by example
sentences F1. Observing unity and exercises “Cabuliwallah”
 The /ä/ and /Ə/ coherence in sentences  Card or note E1. C. Answering
sounds (ECAS8 WC-II-b-15)
question about the
 Indian poetry G1. Distinguishing selection
 The /sh/ sound between the /ä/ and /Ə/ Summative
E1. D. writing a card or
sounds (EN8OL-Ia-3.11)  Unit test note for a friend
A1. Reading Indian  Performance task
Lesson 2 “Appreciating E1. E. Vocabulary
and enjoying Indian poetry (EN8LT-IIIa-11.1)
building through context
Literature,” G2. Pronouncing the clues
Worktext pages 153-188 sound/sh/ (EN8OL-Ia-
E1. F. Identifying the
3.11)
point of view of a story

Resources F1. A. Combining

sentences to shoe unity
 Worktext of ideas
 Learning Guide
F1. B. Rewriting wordy
sentences
F1. C. Improving
sentences
F1. D. Rewriting
sentences using clause
modifiers
 CORE
UNDERSTANDINGS
TOPICS COMPETENCIES ASSESSMENTS ACTIVITIES VALUES INTEGRATION
AND CORE
QUESTIONS
G1. A. Working in groups
and reading “The story of
a saint”
G1. B. Vocabulary
building through context
clues
G1. C. Differentiating
between the /ä/ and /Ə/
sounds
G1. D. Pronouncing
words with the /ä/ and /Ə/
sounds
G1. E. Sharing ones
experience
A1. A. reading “lyrics,”
”peace,” “The Rain,”
“The Tame” Bird and the
free Bird” “Gitanjali,” and
“ Into That heaven of
freedom”
A1. B. Working in groups
and answering questions
about the poems.
 CORE
UNDERSTANDINGS
TOPICS COMPETENCIES ASSESSMENTS ACTIVITIES VALUES INTEGRATION
AND CORE
QUESTIONS
A1. C. Giving examples
of what the youth can do
to help society attain
peace and harmony
G2. Pronouncing words
with the sounds /sh/
 CORE
UNDERSTANDINGS
TOPICS COMPETENCIES ASSESSMENTS ACTIVITIES VALUES INTEGRATION
AND CORE
QUESTIONS
13 days E1. Identifying use of Formative E1. A. Reading Israel  Respecting cultural
local in literature “Jewish Republic” beliefs and traditions
 Local color in  Oral and written  Loving ones family
(EN8LT-Iii-3/EN8LT-Iva-
literature exercises E1. B. Answering
13.1
 Writing paragraph  Song presentation questions about the
(developing a topic  Paragraphs selection
sentence and
F1. Writing a paragraph ( E1. C. Getting the
supporting
EN8WC-IIa-2.8) meaning of words by
sentences) Summative analyzing their parts
 Reading with proper F1.A. Identifying and
pauses developing the topic  Unit test E1. D. Reading “Psalms”
sentence (EN8WC-IIa-  Performance task
Lesson 3. “Exploring E1. E. singing “Psalms”
2.8.7/EN8WC-IIb-
Jewish Literature,” 2.8.8/EN8WC-IIc-2.2.1) E1. F. Vocabulary
Worktext pages 189-217 building through context
G1. Reading with proper
clues
pauses (EN8OL-If-5)
E1. G. Answering
Resources question to build ones
 Worktext vocabulary
 Learning Guide E1. H. Using vocabulary
 Bible words in sentences
E1. I. Reading “The Story
of truth”
E1. J. Answering
question about the
selection
 CORE
UNDERSTANDINGS
TOPICS COMPETENCIES ASSESSMENTS ACTIVITIES VALUES INTEGRATION
AND CORE
QUESTIONS
E1. K. Matching words
with their meanings
E1. I. scanning the bible
and looking for native
terms that show the use
of local colour in
literature
E1. M. Reading “A visit to
a Fishpond”
E1. N. Reading
paragraphs and
indenting them
F1. A. Developing
sentences into a
paragraph by answering
the question given
F1. B. Reading “ The
Kibbutz of Israel”
F1. C. identifying the
topic sentence of a
paragraph
F1. D. Identifying
supporting sentences
F1. E. Studying
paragraphs
 CORE
UNDERSTANDINGS
TOPICS COMPETENCIES ASSESSMENTS ACTIVITIES VALUES INTEGRATION
AND CORE
QUESTIONS
F1. F. Formulating a
topic sentence
F1. G. Identifying the
method used in
developing the topic
sentence
F1. H. Developing a
paragraph using the
different methods
learned
G1. Reading “Psalm 23”
with proper pauses
 CORE
UNDERSTANDINGS
TOPICS COMPETENCIES ASSESSMENTS ACTIVITIES VALUES INTEGRATION
AND CORE
QUESTIONS
13 Days G1. Using an appropriate Formative G1. A. Reading “Ara-bia-  Believing in ones
rate of speech (EN8OL- cradle of Islam” dreams
 Rate of speech  Oral and written  Showing kindness
If-5)
 Composition writing exercises G1. B. answering
 Writing a story F1. Writing a composition  Short story question about the
 Writing ‘how to” texts (EN8WC-IIa-  Flowchart selection
2.8/EN8WC-IIb-2.8)  Composition G1. C. familiarizing
F2. Writing a story oneself with different
Lesson 4 “ Exploring (EN8WCIIe-2.2/EN8WC- ways to say Something
Arabian Literature,” IIf-2.2) Summative
G1. D. Reading a verse
Worktext pages 218-238 F3. Writing simple  Unit test orally observing correct
explanation or “ how to”  Performance task speed of speech
texts (EN8WC-IIg-2.2)
Resources F1. A. Answering
questions about writing a
 Worktext composition
 Learning Guide
F1. B. Suggesting
Specific titles that may
be derived from each
subject given
F1. C. Analyzing titles
F1. D. Studying
examples of good
beginnings
F1. E. Stating ideas that
must go before or after
 each given sentence

CORE
UNDERSTANDINGS
TOPICS COMPETENCIES ASSESSMENTS ACTIVITIES VALUES INTEGRATION
AND CORE
QUESTIONS
F2. A. Reading “The
wonder Tree”
F2. B. Answering
question about the
selection
F2. C. Identifying the
settings in beginnings of
stories
F2. D. Identifying the
story elements in ‘ The
Wonder Tree’
F2. E. Thinking about the
best gift that one has
been given or received
and writing short story
about it
F2. F. Identifying the
main incident and the
minor incidents in a story
 CORE
UNDERSTANDINGS
TOPICS COMPETENCIES ASSESSMENTS ACTIVITIES VALUES INTEGRATION
AND CORE
QUESTIONS
F3. A. Analyzing the
texts “ How to Give
Yourself a manicure,”
“How to Make a window
Flower Box’” ‘ Not Every
Closed Eye Is Asleep’’
‘Self Respect’” and ‘
Enrique Directs Pepe”
F3. B. Making a flowchart
illustrating the given
topics
F3. C. Writing and
explaining ideas by given
examples or details
 CORE
UNDERSTANDINGS
TOPICS COMPETENCIES ASSESSMENTS ACTIVITIES VALUES INTEGRATION
AND CORE
QUESTIONS
15 Days A1. Writing  Being responsible
announcements for the
 Instructions, Rules,  Using propaganda
given situations
and regulations appropriately
 Common propaganda A2. A. Cutting out three
techniques radio or tv ads from
 Speech to entertain magazines
 Nonverbal cues A2. B. Analyzing ads
 Making an outline
 Writing a A2. C. Felling out forms
conversation about advertisements
 Writing a diary entry A2. D. Making a poster
advertising a school
event
Lesson 5 “appreciating
Arabian poetry,” A2. E. Making poster
illustrating the dangers of
Worktext pages 239-249 smoking/drugs/alcohol
A2. F. Reading an
Resources excerpt from the Koran
A2. G. Answering
 Worktext
questions about Arabian
 Learning Guide
poetry
 Magazines
 Ads A2. H. Answering
questions to build
vocabulary
 CORE
UNDERSTANDINGS
TOPICS COMPETENCIES ASSESSMENTS ACTIVITIES VALUES INTEGRATION
AND CORE
QUESTIONS
G1. A. Reading “ The
Bewildered Arab”
G1. B. Pointing out
humor in the poem
G1. C. delivering an
entertaining speech
F3. A. making an outline
of an article
F3. B. Studying a
selection
F4. Punctuating a
conversation correctly
F5. Making a diary