Curriculum Map for Literature VIII

Subject: Literature
Grade Level: VIII
Teacher: Mr. Jay-R John E. Soriano

FIRST QUARTER
Content Standard: The learner demonstrates understanding of: African literature as a means of exploring forces that human beings contend with; various reading styles vis – à-
vis purposes of reading; prosodic features that serve as carriers 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.

TERM NO. & MONTH UNIT TOPIC: COMPETENCIES/ ASSESSMENT/S ACTIVITITES RESOURCES INSTITUTIONAL
CONTENT SKILLS CORE VALUES
(Q1) August UNIT 1: A1. Describe the Long Quiz on African A1. Quescussion PPT Presentation
Lesson 1: Embracing notable literary genres Literary Pieces Google Form
Origins to Celebrate contributed by African
Yourself writers.
Journal Entry
(Telephone A2. Identify the A2. Short-Response Online Worksheet Socially Responsible
Conversation) distinguishing features (I was thinking to include Essay
of notable African this in each lesson so that https://rukhaya.com
students will be responsible
chants, poems, /poetry-analysis-
of their own learning and
folktales, and short constantly keep track of it.)
wole-soyinkas-
stories telephone-
conversation/
A3. Determine the Short Quiz A3. Writing Activity PPT Presentation/
meaning of words and (Reading Passages) Offline Worksheet
idiomatic expressions
Idiomatic Expressions that reflect the local https://www.youtube
culture by noting .com/watch?v
context clues. =tEDxPwwMkBk

M1. Express Writing a 100-word M1. Showing and 6+1 Traits in Writing
September Lesson 2: Bridging appreciation for story focusing on Telling Statements Facebook Page
Gaps within the Family sensory images used sensory images
(Once Upon a Time)

Sensory Images M3. Determine tone, Short Quiz Read passages to PPT Presentation and
mood, technique, and determine the tone Offline Worksheet
Tone and Mood purpose of the author and mood of the text
 *AEP: Understanding .*M4. Identify the *M3. Follow the *M3. Follow the *AEP Manual
Setting and Mood setting and mood of Strategies Prescribed Strategies Prescribed
the text. in the AEP Manual in the AEP Manual

(What do you feel I do/ We do/ You do

during reading?) Activity

*NOTE important *Noting Basic -Worksheet for Quiz

Shooting Kabul details from a given Elements of a Story and Seatwork
(Introduction) selection. -Google Docs
A5. Distinguish
between and among Short Quiz Peer Collaboration
verbal, situational, and https://www.
dramatic types of irony youtube.com/watch?
October Types of Irony and give examples of v=tEDxPwwMkBk
each
M4. Appreciate Socially Responsible
literature as a means Critique Paper Online Short https://www.youtube.
Lesson 3: Maintaining
of understanding the focusing on History Response Essay com/watch?v=
Family Harmony
human being and the and Culture CN9DN_PImy8
(The Mask)
forces he/she needs to
contend with. -Google Form
M5. Explain how a
selection may be
influenced by culture,
history, environment,
or other factors.
T1. Use context clues Online Worksheet for
from the material Long Quiz
viewed to determine Reading Passages
the meaning of and Short Writing Video Clips
unfamiliar words or Activity
expressions Long Quiz
T2. Use appropriate *Follow the Strategies AEP Manual
*Understanding Idioms strategies in unlocking Prescribed in the AEP
the meaning of Manual
unfamiliar words and
idiomatic expressions
 CULMINATING PERFORMANCE TASK
GOAL
-To produce a short story with various elements tackled in the class.
ROLE
-You are a student-writer in your school.
AUDIENCE
-Your target audience are the famous writers in your region.
SITUATION
-There is an annual story writing competition in your region to be held at Lingayen Capitol, Pangasinan. Being one of the best student-writers, you are tasked to represent your school in the most-awaited
competition. Your story should revolve around the subject/s Racial Discrimination, Nostalgia, or Slavery.
PRODUCT
-You should be able to produce a short story that has sensory images, idiomatic expressions, and irony.

Criteria 10 pts. 7 pts. 5 pts. 3 pts. 1 pt.

Use of Sensory Readers can visually imagine what is Readers can imagine what is happening Readers can imagine what is Readers can somewhat imagine Readers can barely imagine
Image happening in the story because of in the story because of good word happening in the story because what is happening in the story what is happening in the story
effective word choice. choice. of word choice. because of word choice. because of faulty word choice.

Use of Idiomatic The writer uses at least 10 idiomatic The writer uses at least 8 idiomatic The writer uses at least 6 The writer uses at least 4 idiomatic The writer uses at least 2
Expressions expressions in his/her story. expressions in his/her story. idiomatic expressions in his/her expressions in his/her story. idiomatic expressions in his/her
story. story.

Use of Irony The writer effectively uses at least two
types of irony and it contributes to the
development of the story.
Conventions The story has no grammatical errors
UNLESS intended.
The writer effectively uses at least two
types of irony and it somewhat
contributes to the development of the
story.
The story has 2-5 grammatical errors.
The writer uses one type of irony
and it contributes to the
development of the story.
The story has minimal
grammatical errors.
The writer uses one type of irony
and it somewhat contributes to the
development of the story.
The story has some grammatical
errors.
The writer barely uses a type of
irony in his/her story.
The story has major grammatical
errors.

Overall The story is very unique and highly The story is unique and commendable. The story is somewhat unique The story is cliché but is still The story is very cliché.
Presentation commendable. and commendable. commendable.

*Literature Circle will be utilized in this performance task. Each student will be given a specific task to come up with a commendable story about racism, slavery, and/ nostalgia.

SECOND QUARTER
Content Standard: The learner demonstrates understanding of: East Asian literature as an art form inspired and influenced by nature; relationship of visual, sensory, and verbal
signals in both literary and expository texts; strategies in listening to long descriptive and narrative texts; value of literal and figurative language; and appropriate grammatical
signals or expressions suitable to patterns of idea development.
Performance Standard: The learner transfers learning by composing and delivering a brief and creative entertainment speech featuring a variety of effective paragraphs,
appropriate grammatical signals or expressions in topic development, and appropriate prosodic features, stance, and behavior.

TERM NO. & MONTH UNIT TOPIC: COMPETENCIES/ INSTITUTIONAL

ASSESSMENT/S ACTIVITITES RESOURCES
CONTENT SKILLS CORE VALUES
UNIT 2: A1. Describe the
(Q2) November Lesson 1: Analyzing notable literary genres
Community Problems contributed by African
and Solutions writers.
Interactive Discussion
A2. Identify the
Short Quiz via ZOOM app.
Shooting Kabul distinguishing features
(Chapters 4-9) of notable East Asian Online Quiz
-Short Online Writing
poems, folktales, and (Google Form)
Activity
short stories

A3. Determine the M3. Follow the A&M. Follow the

Understanding technique and Strategies Prescribed Strategies Prescribed
Author’s Purpose purpose of the author. in AEP Manual in AEP Manual
AEP Manual
(Identifying Author’s (Identifying Author’s
Purpose) Purpose)
*A4. Determine the
*Types of Conflict different types of https://www.youtube
conflict used in a text. Panel Discussion .com/watch?v=
Short Quiz clXUJgVpplk
*M1. Explain how a Think-Pair-Share
certain type of conflict Individual Worksheet
is used in a text.
M2. Explain how the
Lesson 2: Taking Care elements specific to a Short Response Essay
of Your Community’s genre contribute to the Critique Paper
Natural Resources theme of a particular focusing on form Interactive Discussion Worksheet
literary selection
M3. Differentiate Compare Me! -Use Graphic Facebook Page
Literal from Figurative 50-word story Organizer to https://www.youtube.
Literal vs. Figurative Language and Use it differentiate Literal com/watch?v=
in a context. from Figurative PV5au7E_9Tc
Language.
 -Speak and Write from
(Japanese Haiku) your heart activity.
T1. Create haiku using
current environmental Create and post a
Eco-Conscious
issues as their topic. Haiku in a social Facebook Page
Haiku Writing Individual
media page
DECEMBER
Lesson 3: Becoming M4. Writing
an Active Community Paragraph
hyperboles and litotes
Youth Member Construction using
used for emphasis. 500-Word Essay Hyperbole and Litotes
On Environmental
(The Man Who M6. Interpret Issues Socially Responsible
Spurned the Machine) Aphorisms M5. Writing Activity
Worksheet for Quiz and Eco-Conscious
(Making Aphorisms)
Citizen
*Drawing Conclusions Follow the Strategies Follow the Strategies
Shooting Kabul
from a Set of Details Prescribed in AEP Prescribed in AEP AEP Manual
(Chapters 10-15)
Manual Manual

CULMINATING PERFORMANCE TASK (to be coordinated with Music)

Goal Your task is to create a video presentation about saving the environment.
Role You and your group mates are student-advocates of a clean and green environment project.
Audience Your audience is composed of your teacher, classmates, and some judges.
Situation As student advocates, you and your group mates are tasked to promote the clean and green advocacy in the form of video presentation
Performance/ Product The video presentation should include causes and effects of environmental destruction with the primary aim of developing awareness among the audience.
Your presentation should demonstrate the appropriate use of cause-and-effect grammatical signals, and should also factual data from trusted resources.

Standard Your performance will be evaluated based on the rubric below.

Category 5 4 3 2
Video Quality
Content
Grammatical Signals
Delivery

*To be collaborated with Science subject.

THIRD QUARTER
Content Standard: The learner demonstrates understanding of: Southeast Asian literature as mirror to a shared heritage; coping strategies in 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,
persuasion, and emphasis.
Performance Standard: The learner transfers learning by composing and delivering a persuasive speech based on an informative essay featuring use of properly acknowledged
information sources, grammatical signals for opinion-making, persuasion, and emphasis, and appropriate prosodic features, stance, and behavior.

TERM NO. & MONTH UNIT TOPIC: COMPETENCIES/ ASSESSMENT/S ACTIVITITES RESOURCES INSTITUTIONAL
CONTENT SKILLS CORE VALUES
(Q3) January- Expressing Loyalty to A1. Identify the Peer Collaboration Google Docs
February Your Country notable literary genres
contributed by Short Quiz on -Reading Passages PPT
Southeast Asian Elements of Plot while noting details Presentation
(Ta-in and Ta-na) writers, and the (Short Passages) Worksheet
different elements of -Writing Task PPT Presentation Socially responsible,
plot from the text read. Morally upright, and
Bringing a positive
M1. Explain the Long Quiz on Affixes Quescussion impact in the country
meaning of a word and Context Clues
through structural Pair Work Worksheet
analysis. (prefixes, PPT Presentation
roots, suffixes)

M2. Use Context “Guess my meaning” PPT Presentation and

Types of Context Clues for unlocking Activity Worksheet
Clues unfamiliar words.
https://www.youtube.
com/watch?v
=K4dcqhFfIUs
M3. Explain how a Critique Paper Short Response Essay Worksheet via Google
The Crystal Heart selection is influenced focusing on History Form
by culture, history, and and Culture
environment.
Evaluating Details - Follow the Strategies Follow the Strategies
Shooting Kabul Focus on Details that Prescribed in AEP Prescribed in AEP AEP Manual
(Chapters 16-20) Support Assertions in Manual Manual
a Text

CULMINATING PERFORMANCE TASK

 GOAL
Your task is to create infographics that remind people to preserve Philippine built heritage resources.
ROLE
You are a youth volunteer in the Heritage Conservation Society of the Philippines-Youth Chapter.
AUDIENCE
Your audience is composed of Filipinos who are members of a community with a cultural heritage site.
SITUATION
Your group is a part of the HCS Youth Chapter, which involves Filipino youths who are working on the preservation of built heritage. As such, your group is assigned to design and create infographics that will be
posted in cultural heritage sites around the Philippines. This should remind people to actively participate in upholding Filipino cultural identity by taking care of the tangible heritage in their communities.
PRODUCT
Design and create 2 infographics campaigning for the preservation of the Philippine built heritage resources and the protection of our cultural identity. The texts in the infographics may be accompanied by symbolic
images.
The text should also use sentence/s in the active form so the message will be clear and easy to understand.

Standards
Your work will be evaluated based on the Rubric for Creating Signage found on pages 422-423 on your book.

FOURTH QUARTER
Content Standard: The learner demonstrates understanding of: South and West Asian literature as an expression of philosophical and religious beliefs; information flow in
various text types; reality, fantasy, and opinion in listening and viewing materials; word decoding strategies; and use of information sources, active/passive constructions,
direct/reported speech, perfect tenses, and logical connectors in journalistic writing.
Performance Standard: The learner transfers learning by composing a variety of journalistic texts, the contents of which may be used in composing and delivering a memorized
oral speech featuring use of properly acknowledged information sources, grammatical signals for opinion-making, persuasion, and emphasis, and appropriate prosodic features,
stance, and behavior.

TERM NO. & MONTH UNIT TOPIC: COMPETENCIES/ ASSESSMENT/S ACTIVITITES RESOURCES INSTITUTIONAL
CONTENT SKILLS CORE VALUES
Rising Up Amid Global A1. Identify notable Quescussion
Competition literary genres Short Quiz PPT Presentation
(The Victory) contributed by South Online Worksheet
(Shooting Kabul’s and West Asian writers
Final Chapters)
M1. Make an inference Follow the Strategies Follow the Strategies AEP Manual
*Understanding out of a given text. Prescribed in AEP Prescribed in AEP
Inferences Manual Manual

M2. Explain how the Interactive Discussion Online Worksheet

Preserving your elements specific to a Critique Paper via Google form
Culture in a genre contribute to the focusing on culture Short Response Essay
Multicultural World theme of a particular
literary selection.
 M3. Explain Short Response Essay “Compare Me!” Venn Diagram
An Arab Shepherd is Relationship Between about the relationship Worksheet Online Worksheet via
searching for his Goat Setting and of Setting and Google Form
in Mount Zion Characters Character in a text Read Short passages
and Follow up
The Story of the questions
Merchant and the M4. Appreciate Reflective Essay about Peer Discussion Online Worksheet God-fearing and
Genie literature as an Religion and morally upright
expression of Philosophy Google Form
philosophical and
religious ideals
Shooting Kabul
(Chapters 21-25) Making Connections Follow the Strategies Follow the Strategies AEP Manual
-Text to Self (Focus on Prescribed in AEP Prescribed in AEP
evaluating the Manual Manual
personal significance
of a literary text)

CULMINATING PERFORMANCE TASK

GOAL
Your task is to perform a short speech on subjects pertaining to international issues like racism, terrorism, gender equality, and pollution.
ROLE
You are a contestant in a school-based speech competition.
AUDIENCE
Your audience is composed of judges, students, teachers, and parents who are attending the competition.
SITUATION
You volunteered to represent your class in the speech competition.
You are expected to battle against the representatives of the different classes from all the grade levels in your high school.
PRODUCT
Write a script for a speech that should cover a specific issue like racism, terrorism, gender equality, and pollution. Explore the various views and discussions about your topic, much like accomplishing the prewriting
tasks in producing a news feature article. In this case, you may ask for the assistance of peers whom you think can help you improve your output. After producing the script, you are also expected to interpret and
perform it in front of an audience during the school-based short monologue competition. In your performance, you have to demonstrate the literary and language skills that you learned from this lesson, which include
the use of direct and indirect speech, the relationship between setting and character, and the use of nonverbal communication strategies.
Standards
Your output will be evaluated based on the Rubric for Writing a Short Monologue Script on page 427 and Rubric for Performing a Short Monologue on page 428 on your book.

*To be collaborated with the grammar and World History subjects.