Curriculum

Map
 Integrated English for Effective Communication
First Edition
Grade 6
Unit 1 Unlock the Past and the Present Time Allotment: 50 days
Program Standard The student demonstrates oral and written fluency at his/her level while carrying out real life tasks necessary to
cope with the demands of a functionally literate and competent local, national, and global citizen.

2 Curriculum Map
Grade Level Standard The student listens critically; communicates feelings and ideas orally and in writing with a high level of proficiency;
and reads various text types materials to serve learning needs in meeting a wide range of life’s purposes.
Content Standard The student demonstrates knowledge and skills in using borrowed words, identifying word meanings through
context clues, identifying different kinds of reference materials, analyzing stories through narrative elements, iden-
tifying author’s purpose, identifying the structure and purpose of informational texts to carry out various perfor-
mance tasks using appropriately the different kinds of nouns, pronouns, and rules in subject-verb agreement.
Performance Standard The student transfers learning by showing application of the different skills through oral and written communication.
Legend:
A – RC/SS (Reading Comprehension/Study Skills), B – LC (Listening Comprehension), C – VC (Viewing Comprehension), D – VD (Vocabulary Development), E – Lit (Litera-
ture), F – WC (Writing and Composition), G – OL/F (Oral Language and Fluency), H – GA (Grammar Awareness)
Integration to Other
Core Understandings
Topics Competencies Assessments Activities Subject Areas and
and Core Questions
Values
Lesson 1 Students will understand A1 Use appropriate Formative A1 Completing graph- • History
The Olympian Games that: graphic organizers • Quizzes ic organizers that • Sports
U1 Ignorance of word in texts read • Recitation shows relationships
Worktext pages: • Values
meanings leads to EN6RC-IIId-2.15.2 • Assignments among words read
Unit 1 lesson 1 3–17 • Sense of Unity
miscommunica- • Journals and researched
10 days • Mini-projects
tion.
• Borrowed words U2 A word can mean a A2 Self-correct when A2 Checking partners’
• Context clues lot of things. reading Summative work to verify data
• Kinds of nouns EN6F-Ia-2.9 • Performance task gathered.
 Students will keep con- A3 Engage in a variety Self-assessment A3 Perform a role play
sidering: of ways to share • Major Performance based on a gvien
Q1 What does ig- information (e.g., tasks scenario
norance of word role playing,) • Rubric assessment
meanings lead to? EN3OL-IIIb-i-1.2 • Summative test
Q2 What can words
do? A4 Locate informa- A4 Use varied refer-
tion from reference ence materials
materials to look for word
- Use dictionaries meanings.
and glossaries
EN4SS-IIa-1.4

A5 Organize informa- A5 Engage in a group

tion from second- work to complete a
ary sources in reporting task in a
preparation for form of a short role
writing, report- play
ing and similar
academic tasks in
collaboration with
others
EN6SS-IIIa-4

B1 Note significant B1 Listening to

details specific words in a
EN6LC-IIIa-2.2 reading text

C1 Identify the values C1 Share ones’ insight

suggested in the about a video
visual media watched
EN6VC-IIId-7.1

Curriculum Map 3
 C2 Compare and con- C2 Compare ideas and
trast the presenta- generalize underly-
tion of the same ing themes based
topic in different on texts read and
viewing genres videos watched
EN8VC-Ig-15

D1 Infer meaning of D1 Look for word

4 Curriculum Map
idiomatic expres- meanings based
sions using on borrowed and
- context clues foreign words
EN6V-Ia-12.3.1

D2 Infer meaning of D2 Look for word

borrowed words meanings based
and content spe- on borrowed and
cific terms using foreign words
- context clues
- affixes and roots
EN6V-IIa-12.3.3
EN6V-IIa-12.4.1.3
EN6V-IIa-12.4.2.3

D3 Infer the meaning D3 Look up for com-

of unfamiliar words pound words
(compound) based based on
on given context
clues (synonyms,
antonyms, word
parts) and other
strategies
EN5V-Ia-12 and 13
 D4 Clarify meaning of D4 Find word mean-
words using dic- ings in varied
tionaries, thesau- sources to com-
rus: plete a word and
EN6V-IIIa-8.1 sentence chart.
EN6V-IIIa-8.2

D5 Clarify meaning of D5 Search for word

words using online meanings in other
resources sources to com-
EN6V-IIIb-8.3 plete a word and
sentence chart.

F1 Compose clear and F1 Create sentences

coherent sentenc- using abstract and
es using appropri- concrete nouns
ate grammatical
structures:
- Kinds of nouns
EN4G-Ia-2.2

G1 Relate an experi- G1 Interpreting sym-

ence appropriate bols
to the occasion
EN6OL-Ia-1.17

G2 Employ the appro- G2 Create a short

priate oral lan- report based on an
guage and stance interview conduct-
in an interview. ed
EN7OL-III-b-3

Curriculum Map 5
 G3 Create questions G3 Compose varied
for a short inter- questions to ask a
view specified person
IEEC6GI-1-a

H1 Compose clear and H1 Identify concrete

coherent sentenc- and abstract nouns
es using appropri- in a sentence and

6 Curriculum Map
ate grammatical be able to use
structures: them in meaning-
- Kinds of nouns ful sentences.
EN4G-Ia-2.2
Use common and
proper nouns
EN3G-If-2.2

H2 Identify concrete H2 Differentiate ab-

and abstract nouns stract and concrete
IEEC6HI-1a from a given read-
ing text.

H3 Compose clear and H3 Identify collective

coherent sentenc- nouns in a given
es using appropri- reading text.
ate grammatical
structures:
- collective nouns
and verb agree-
ment
EN5G-IId-2.2.6
EN5G-IId-3.9
 H4 Differentiate kinds H4 Identify compound
of compound nouns and their
nouns (separated, meanings in a
hyphenated, com- given reading text.
pound)
IEEC6HI-1-b
Lesson 2 Students will understand A1 Use appropriate Formative A1 Complete a • Career Guidance
How a Prince Learned that: graphic organizers • Quizzes graphic organizer and Awareness
to Read U1 We read in order to in texts read • Recitation through illustrating • Research
have a better life. EN5RC-IVe-2.15.2. • Assignments book covers
Worktext pages:
U2 A well-read person • Journals
Unit 1 lesson 2 18–35
can achieve his/her A2 Locate informa- • Graphic organizersA2 Employ the use
10 days tion from reference • Mini-projects of varied refer-
goals in life.
• Kinds and uses of U3 Some nouns differ materials ence materials
reference materials EN4SS-IIe-1.4 Summative to in looking for
in form and mean- • Major performance
• Parts of a diction- ing. - Use dictionaries a specific kind of
ary and glossaries task information.
• Nouns plural in • Rubric assessment
form and meaning Students will keep con- A3 Gather relevant • Summative test A3 Employ the use
sidering: information from of varied refer-
Q1 Why do we read? various sources ence materials
Q2 What can a well- - Almanac to in looking for
read person do? - Encyclopedia a specific kind of
Q3 How do nouns dif- EN6SS-IIc-1.4.2 information.
fer? EN6SS-IIc-1.4.3

Curriculum Map 7
 A4 Gather relevant A4 Employ the use
information from of varied refer-
various sources ence materials
- Online refer- to in looking for
ences a specific kind of
EN6SS-IId-1.7 information.

C1 Identify the C1 Share one’s insight

8 Curriculum Map
genre of a mate- about a documen-
rial viewed (such tary watched
as movie clip,
trailer, news flash,
internet-based pro-
gram, documen-
tary, video, etc.)
EN7VC-I-d-6

C2 Identify the C2 Share one’s insight

genre of a mate- about a documen-
rial viewed (such tary watched.
as movie clip,
trailer, news flash,
internet-based pro-
gram, documen-
tary, video, etc.)
EN7VC-I-d-6
 D1 Infer meaning of D1 Look for word
borrowed words meanings based
and content spe- the context of a
cific terms using given sentence.
- context clues
- affixes and roots
EN6V-IIa-12.3.3
EN6V-IIa-12.4.1.3
EN6V-IIa-12.4.2.3

G1 Share brief im-

promptu remarks G1 Complete learning
about topics of statements and
interest expand the ideas
EN6OL-IIe-5 through speaking
tasks.

H1 Compose clear and H1 Recall ones knowl-

coherent sentenc- edge about plurali-
es using appropri- zation of nouns in
ate grammatical class discussion
structures:
- Pluralization of
regular nouns
EN6G-Ia-2.3.1

H2 Compose clear and H2 Recall ones knowl-

coherent sentenc- edge about plurali-
es using appropri- zation of nouns in
ate grammatical class discussion.
structures:
- Pluralization of
irregular nouns

Curriculum Map 9
EN6G-Ib-2.3.2
 H3 Identify nouns that H3 Differentiate regu-
are plural in form lar and irregular
and in meaning nouns from nouns
IEEC6HI-2-a that are plural
in form and in
meaning through
sentence analysis.

10 Curriculum Map
H4 Identify miscellane- H4 Differentiate the
ous nouns plural forms of mis-
IEEC6HI-2-b cellaneous nouns
when used in a
sentence.

H5 Compose clear and H5 Write sentences

coherent sentenc- that observe cor-
es using appropri- rect subject verb
ate grammatical agreement in
structures: using nouns that
- Subject-verb are plural in form
agreement and meaning as a
EN6G-Ih-3.9 subject

H6 Identify nouns that H6 Composing brief

are plural in form descriptions using
and in meaning nouns that are
IEEC6HI-2-c plural in form and
meaning based in
a topic given
 F1 Identify nouns that F1 Composing brief
are plural in form descriptions using
and in meaning nouns that are
IEEC6FI-2-a plural in form and
meaning based in
a topic given

F2 Compose simple F2 Write a short

informative texts informative article
EN7WC-IV-a-2.2 that shows an un-
derstanding about
nouns (plural in
form and meaning)
Lesson 3 Students will understand A1 Provide a self-rat- Formative A1 Infer and relate • Values Education
Thank You, Ma’am that: ing based on given • Short quizzes ideas and experi-
U1 A story is not a criteria or indica- • Drills/Exercises (oral ences to complete
Worktext pages:
story without its tors and written) an assessment
Unit 1 lesson 3 36–55
elements. IEEC6AI-3-a • Recitation form.
10 days • Assignments
U2 Great elements are
• Elements of short ingredients to a A2 Summarize narra- • Quizzes A2 Identify elements
story great story. tive texts based on of a story based a
• Kinds of pronouns U3 A good story elements Summative given text.
teaches a life les- - Theme • Performance task
son. - Setting
U4 Pronouns create - Characters (He- Self-assessment
clear and effective roes and Villains) • Oral presentation
writing. - Plot (beginning, • Rubric assessment
middle and end-
ing)
EN5RC-Id-2.23

Curriculum Map 11
 Students will keep con- A3 Evaluate narratives A3 Respond to
sidering: based on how the discussion ques-
Q1 What is a story author developed tions based on the
without elements? the elements: elements found in
Q2 What do great sto- - Setting story read.
ries have in com- - Characters (He-
mon? roes and Villains)
Q3 What makes a EN6RC-Ig-2.24.1

12 Curriculum Map
good story? EN6RC-Ig-2.24.2
Q4 Who do pronouns
do? A4 Use appropriate A4 Create one’s own
graphic organizers graphic organizer
for texts read based on a text
EN4RC-IIIj-2.15.2 read.

D1 Infer meaning of D1 Look for word

borrowed words meanings based
and content spe- the context of a
cific terms using given sentence to
- context clues complete a word
- affixes and roots puzzle.
EN6V-IIa-12.3.3
EN6V-IIa-12.4.1.3
EN6V-IIa-12.4.2.3
 E1 Discover literature E1 Relate one’s experi-
as a means of ences based on the
connecting to a a story read during
significant past discussion.
EN7LT-I-b-1
Explain how the
elements specific
to a genre contrib-
ute to the theme of
a particular literary
selection
EN7LT-I-b-2.2

F1 Plan a two to F1 Create a short cap-

three-paragraph sule story based on
composition using different scenarios
an outline/other and plot changers.
graphic organizers
EN5WC-Ia-1.1.6.1

F2 Create a fictional F2 Write a short fic-

story using ones tional story based
knowledge of the on true or fictional
different elements events
of a short story.
IEEC6FI-3-a

G1 Relate an experi- G1 Share ones experi-

ence appropriate ences relating to a
to the occasion short story read.
EN6OL-Ia-1.17

Curriculum Map 13
 G2 Present informa- G2 Create a four
tion in varied artis- panel cartoon strip
tic ways (e.g., role poster that high-
playing, show and lights good values
tell, radio play/pod-
cast/broadcast/
reporting/ poster
presenta tions)

14 Curriculum Map
EN3OL-IVa-e-1.19

H1 Compose clear and H1 Observe proper

coherent sentenc- use of pronouns in
es using appropri- sentences
ate grammatical
structures:
- Pronoun-refer-
ence agreement
(number, case,
gender)
EN6G-Ig-4.4.1
EN6G-Ig-4.4.3
EN6G-Ig-4.4.2

H2 Use demonstrative H2 Identify demon-

pronouns (this/ strative pronouns
that, these/ those) in a sentence.
EN2G-IVc-d-4.2.3
 H3 Contrast demon- H3 Differentate
strative pronouns demonstrative pro-
from demonstra- nouns and demon-
tive adjectives strative adjectives
IEEC6HI-3-a through sentence
and word analysis.

H4 Use indefinite pro- H4 Identify indefinite

nouns correctly pronouns in a sen-
IEEC6HI-3-b tence

H5 Use interrogative H5 Identify indefinite

pronouns correctly. pronouns in a sen-
IEEC6HI-3-c tence
Lesson 4 Students will understand A1 Determine tone, Formative A1 a. Identifying • Health and Well-
How to React When that: mood, and pur- • Recitation the purpose ness
You Have a Fever U1 Authors have dif- pose of the author • Writing exercises in writing the
ferent reasons for EN6RC-Ic-6.5 • Oral presentation given texts or
Worktext pages: Unit 1
writing. EN6RC-Ic-6.6 • Dialog reading materi-
lesson 4 56–73
U2 Pronouns help EN6RC-Ic-6.7 • Group activity als.
10 days • Quizzes A1 b. Identifying
create effective
• Author’s purpose writing by avoiding the purpose
• Pronouns (number, repetitive use of Summative of the author
case, and gender) nouns. • Performance task by answering
a multiple-
Students will keep con- Self-assessment choice types
sidering: • Oral presentation of comprehen-
• Rubric assessment sion test
Q1 Why do authors
write?
Q2 What are pronouns
for?

Curriculum Map 15
 A2 Use appropriate A2 Fill out a graphic
graphic organizers organizer based on
in texts read texts read.
EN6RC-IIId-2.15.2

A3 Distinguish text- A3 Identify author’s

types according to purpose based on
purpose several text exam-

16 Curriculum Map
- To explain ples provided
EN5RC-IIf-3.2.3
Distinguish text-
types according to
purpose
- To persuade
EN5RC-IIIa-3.2.4

A4 Distinguish a text A4 Identify author’s

according to its purpose based on
purpose several text exam-
to criticize ples provided
to teach
to entertain
IEEC6AI-4-a

A5 Make generaliza- A5 Share ones’ in-

tions from different sight about a
text types text read and use
EN7RC-IV-c-2.12 ones’ knowledge
about the author’s
purpose to create a
sound generaliza-
tion
 A6 Respond appropri- A6 a. Answer
ately to messages comprehen-
of different authen- sion questions
tic texts. about an infor-
EN5RC-IVf-5.5 mational text
read
A6 b. Analyze the
content and
structure of
various texts

B1 Note significant B1 Listen for impor-

details tant details from
EN6LC-IIIa-2.2 authentic texts
gathered.

D1 Infer meaning of D1 Look for word

borrowed words meanings based
and content spe- the context of a
cific terms using given sentence to
- context clues complete a cross-
- affixes and roots word puzzle
EN6V-IIa-12.3.3
EN6V-IIa-12.4.1.3
EN6V-IIa-12.4.2.3

G1 Relate an experi- G1 Share one’s ideas

ence appropriate based on given
to the occasion scenarios
EN6OL-Ia-1.17

Curriculum Map 17
 H1 Use commonly H1 Supply the appro-
used possessive priate possessive
pronouns pronouns
EN3G-IIIe-f-4.2.4

H2 Compose clear and H2 Supply the appro-

coherent sentenc- priate pronouns in
es using appropri- a sentence

18 Curriculum Map
ate grammatical
structures:
- Pronoun-refer-
ence agreement
(number, case,
gender)
EN6G-Ig-4.4.1
EN6G-Ig-4.4.3
EN6G-Ig-4.4.2
Lesson 5 Students will understand A1 Note significant Formative A1 Recall details from • Social Studies
The President of the that: details of informa- • Short quizzes an informational • Political Sciences
Philippines U1 Spreading note- tional texts • Drills/exercises/ text to respond • Government
worthy information EN6RC-IId-5.5 (Oral and written) completely to
Worktext pages:
can build and lead • Recitation varied questions.
Unit 1 lesson 5 74–89
a nation. • Simulated presen-
10 days A2 Identify structure tation A2 Identify the struc-
U2 Rules lead us to the
• Informational texts path of achieving of informational ture and purpose
• Subject-verb agree- our goals. texts (description, Summative an informational
ment U3 Even leaders are problem-solution, • Performance task text read
bound by rules. time order, com-
pare and contrast, Self-assessment
cause-effect) • Oral presentation
IEEC6AI-5-a • Rubric assessment
• poster
 Students will keep con- A3 Use appropriate A3 Fill out a graphic
sidering: graphic organizers organizer based on
Q1 Why is it so hard in texts read texts read.
to push for what EN6RC-IIId-2.15.2
is right in some
tough situations? A4 Use appropriate A4 Research of lo-
Q2 How can informa- mechanisms/tools cal presidents
tion help in mold- in the library for to complete an
ing you to become locating resources informational text
a leader? EN7SS-II-a-1 response chart.
Q3 Why do we follow Use the card
rules even in writ- catalog, the online
ing? public access cata-
log, or electronic
search engine to
locate specific
resources
EN7SS-II-a-1.5.3

A5 Gather relevant A5 Research for world

information from leaders to com-
various sources plete a response
- Online refer- card
ences
EN6SS-IId-1.7

C1 Express insights C1 Analyzing varied

based on the ideas scenarios to give
presented in the appropriate in-
material viewed sights and predic-
EN10VC-Id-25 tions

Curriculum Map 19
 C2 Make connections C2 Analyzing different
between informa- information based
tion viewed and on social issues
personal experi-
ences
EN6VC-IVf-1.4

D1 Use synonyms of D1 Find word mean-

20 Curriculum Map
words to clarify ings based on
meanings synonyms prob-
EN9V-Ig-12.3 lems and issues.

F1 Write paragraphs F1 Write a paragraph

showing based on photos
- cause and effect and materials
EN5WC-IIc-2.2.5 viewed about
social

G1 Make a stand G1 Create an oral pres-

EN5OL-IIi-4 entation depicting
one’s strong views

G2 Relate an experi- G2 Employ an ap-

ence appropriate propriate style of
to the occasion speaking, adjusting
EN6OL-Ia-1.17 language, gestures,
EN6OL-IIa-3.7 rate, and volume
according to audi-
ence and purpose
 H1 Observe correct H1/H2 Correct sen-
subject-verb agree- tences by applying
ment the correct subject-
EN7G-I-a-11 verb agreement

H2 Observe subject-
verb agreement
(intervening
phrases and paren-
thetical phrases)
IEEC6HI-5-a

Curriculum Map 21
 Unit 2 Intricate Beauty of Words Time Allotment: 50 days
Program Standard The student demonstrates oral and written fluency at his/her level while carrying out real life tasks necessary to
cope with the demands of a functionally literate and competent local, national and global citizen.
Grade Level Standard The student listens critically; communicates feelings and ideas orally and in writing with a high level of proficiency;
and reads various text types materials to serve learning needs in meeting a wide range of life’s purposes.
Content Standard The student demonstrates knowledge and skills in analyzing figures of speech, writing recounts, identifying
explicit and implicit details, identifying and writing the main idea of a paragraph, writing announcements, and

22 Curriculum Map
understanding the purpose of functional texts to carry out various performance tasks using appropriately the dif-
ferent kinds of verbs, simple tenses, progressive tenses, perfect tenses and modal auxiliaries.
Performance Standard The student transfers learning by showing application of the different skills through oral and written communication.
Legend:
A – RC/SS (Reading Comprehension/Study Skills), B – LC (Listening Comprehension), C – VC (Viewing Comprehension), D – VD (Vocabulary Development), E – Lit (Litera-
ture), F – WC (Writing and Composition), G – OL/F (Oral Language and Fluency), H – GA (Grammar Awareness)

Integration to Other
Core Understandings
Topics Competencies Assessments Activities Subject Areas and
and Core Questions
Values
Lesson 1 Students will understand A1 Analyze figures Formative A1 Answer written and • Socio-Civic Aware-
A Girl Named Malala that: of speech (simile, • Quizzes oral drills and con- ness
U1 Figures of speech metaphor, personi- • Recitation struct meaningful • Education
Worktext pages:
add color and fication, hyperbole) • Assignments sentences
Unit 2 lesson 1 3–21
power to words. in a given text • Journals
10 days EN5RC-Ih-2.3 • Mini-projects
U2 A verb gives mean-
• Figures of speech ing to a sentence.
• Kinds of verbs A2 Analyze sound Summative
Students will keep con- devices (onomato- • Performance task A2 Answer written and
sidering: poeia, oral drills and con-
EN6RC-Ia-2.3.1 Self-assessment struct meaningful
Q1 How do figures of
EN6RC-Ia-2.3.3 • Major performance sentences
speech affect our
EN6RC-Ia-2.3.2 tasks
words?
EN6RC-Ia-2.3.9 • Rubric assessment
Q2 What does a verb
• Summative test
do to a sentence?
 A3 Analyze figures of A3 Answer written and
speech (hyperbole, oral drills and con-
irony) struct meaningful
EN6RC-Ie-6.10 sentences
EN6RC-Ie-6.11

A4 Identify figures of A4 Answer written and

speech (metony- oral drills and con-
my) struct meaningful
IEEC6AII-1-a sentences

A5 Analyze figures of A5 Answer written and

speech (culture- oral drills and con-
based euphemism) struct meaningful
EN6RC-If- 6.12 sentences

A6 Identify figures of A6 Answer written and

speech that show oral drills and con-
contrast (irony, oxy- struct meaningful
moron, paradox) sentences
EN7V-II-f-10.1.3

A7 Identify figures of A7 Answer written and

speech (apostro- oral drills and con-
phe) struct meaningful
IEEC6AII-1-b sentences

C1 Identify the C1 Watch relative clips

genre of a mate- based on a text
rial viewed (such read
as movie clip,
trailer, news flash,
internet-based pro-
gram, documen-

Curriculum Map 23
tary, video, etc.)
EN7VC-I-d-6
 D1 Infer meaning of D1 Look for word
borrowed words meanings based
and content spe- the context of a
cific terms using given sentence to
- context clues complete a word
- affixes and puzzle.
roots
EN6V-IIa-12.3.3

24 Curriculum Map
EN6V-IIa-12.4.1.3
EN6V-IIa-12.4.2.3

D2 Infer meaning of D2 Answer written and

figurative language oral drills and con-
using struct meaningful
- context clues sentences
- affixes and roots
- other strategies
EN6V-Ie-12.3.2
EN6V-Ie-12.4.1.2
EN6V-Ie-12.4.2.2

F1 Participate in
generating ideas F1 Complete a web
through prewriting map and share
activities insights with a
EN3WC-IIa-b-1 partner
a. brainstorming
EN3WC-IIa-1.1
 F2 Write a 4-paragraph F2 Write sentences
composition show- that show problem
ing and solution
- problem and
solution
EN6WC-IIh-2.2.9

G1 Use appropriate G1 Create a speech

prosodic features that focuses on
of speech like peace talks
pitch, stress, junc-
ture, intonation,
volume and pro-
jection and rate/
speed of speech
in differing oral
communication
situations
EN7OL-I-b1.14

H1 Verbs H1 Answer written and

EN3G-IIa-c-3 oral drills and con-
Use the be-verbs struct meaningful
(am, is, are, was, sentences
were) correctly in
sentences
EN3G-IIa-b-3.4

H2 Differentiate kinds H2 Answer written and

of verbs (action oral drills and con-
linking verb) struct meaningful
IEEC6HII-1-a sentences

Curriculum Map 25
 H3 Differentiate transi- H3 Answer written and
tive and intransitive oral drills and con-
verb struct meaningful
IEEC6HII-1-b sentences
Lesson 2 Students will understand A1 Take down relevant Formative A1 Write down details • International Rela-
Fostering Global that: notes • Quizzes about a foreign tions / Studies
Friendship and World U1 Personal and EN6SS-IVa-1.8 • Recitation place • Culture
Peace: Children’s factual recounts • Assignments

26 Curriculum Map
International Summer help us understand A2 Conduct short • Journals A2 Distinguish good
Village Experience and respect other research projects • Graphic organizers and bad news
culture. on a relevant issue • Mini-projects
Worktext pages:
Unit 2 lesson 2 22–42 U2 Acting locally while EN6SS-IVd-2.3
thinking globally Summative
10 days A3 Use text type • Major performance A3 Identify a personal
bridges gaps.
• Writing recounts knowledge (nar- task and factual recount
(personal and fac- Students will keep con- rative in literature, • Rubric assessment by reading different
tual recounts) sidering: instructions, expla- • Summative test texts
• Simple tenses of nation, factual and
Q1 Why is it important
the verb personal recount,
that we are also
persuasive, exposi-
aware of other
tory) to process
countries aside
information in a
from ours?
text
Q2 How can we use
EN8RC-IVe-13
communication
to achieve world
peace?
Q3 How can you
express your un-
derstanding about
other person’s
belief and culture?
 Q4 How can our pre- A4 Gather relevant A4 Research for a
sent actions affect information from significant person
other people? various sources
Q5 Why should we - Online refer-
think locally, but ences
act globally? EN6SS-IId-1.7
- Gather relevant
information
from various
sources
- Almanac
- Encyclopedia
EN6SS-IIc-1.4.2
EN6SS-IIc-1.4.3

A5 Organize informa- A5 Work with a group

tion from second- using online and
ary sources in multimedia plat-
preparation for form to create a
writing, report- report
ing and similar
academic tasks in
collaboration with
others
EN6SS-IIf-4

A6 Organize informa- A6 Work with a group

tion from second- using online and
ary sources in multimedia plat-
preparation for form to create a
writing, report- report
ing and similar
academic tasks in

Curriculum Map 27
collaboration with
others
EN6SS-IIf-4
 C1 Express insights C1 Analyzing varied
based on the ideas scenarios to give
presented in the appropriate in-
material viewed sights and predic-
EN10VC-Id-25 tions.

C2 Make connections C2 Analyzing different

between informa- information based

28 Curriculum Map
tion viewed and on social issues.
personal experi-
ences
EN6VC-IVf-1.4

C3 Identify the C3 Analyzing different

genre of a mate- information based
rial viewed (such on social issues
as movie clip,
trailer, news flash,
internet-based pro-
gram, documen-
tary, video, etc.)
EN7VC-I-d-6

C4 Use social media C4 Use social media to

websites and promote personal
personal blogs to advocacies that
determine social, help the commu-
economic, and nity
moral issues
IEEC6CII-2-9
 D1 Locate informa- D1 Employ the use of
tion from reference varied reference
materials materials to in look-
EN4SS-IIe-1.4 ing for a specific
- Use dictionaries kind of information.
and glossaries

F1 Distinguish among F1 Distinguish distinct

types of journalistic details taken from a
writing (news re- feature article
port, opinion article,
feature article, and
sports news article)
EN8WC-IVd-3.4.2

F2 Compose effective F2 Create a relative

paragraphs conclusion based
EN8WC-IId-2.8 on a news article
Use a variety of read
techniques to
formulate a conclu-
sion
EN8WC-IId-2.8.9

F3 Develop para- F3 Plan a recount

graphs that through graphic
illustrate each text organizers
type (narrative in
literature, exposi-
tory, explanatory,
factual and person-
al recount, persua-
sive)

Curriculum Map 29
EN8WC-IIe-2.2
 F4 Revise writing for F4 Write correct order
clarity or ideas and make
- correct spelling revisions if neces-
- appropriate sary
punctuation
marks
- transition/signal
words

30 Curriculum Map
EN6WC-IIg-1.8.2
EN6WC-IIg-1.8.1
EN6WC-IIg-1.8.3

G1 Observe accuracy, G1 Write dialogues

appropriate rate that follows varied
and proper expres- themes observing
sions in dialogs correct verb tenses
EN6F-IIIi-3.5
EN6F-IIIi-3.2
EN6F-IIIi-3.6

G2 Respond to ideas G2 Create a short re-

and opinions after flection from ideas
reflection heard.
EN5OL-IId-3.4.1

G3 Use correct and G3 Create a report

appropriate multi- for a multimedia
media resources presentation
when orally giving
information, in-
structions, making
explanations and
narrating events in
personal or factual
recounts
EN7OL-IV-f-3.10
 G4 Observe accuracy, G4 Write dialogues
appropriate rate that follows varied
and proper expres- themes observing
sions in dialogs correct verb tenses
EN6F-IIIi-3.5
EN6F-IIIi-3.2
EN6F-IIIi-3.6

G5 Respond to ideas G5 Create a short re-

and opinions after flection from ideas
reflection heard.
EN5OL-IId-3.4.1

G6 Use correct and G6 Create a report

appropriate multi- for a multimedia
media resources presentation
when orally giving
information, in-
structions, making
explanations and
narrating events in
personal or factual
recounts
EN7OL-IV-f-3.10

H1 Formulate who, H1 Create questions

what, when, where, relative WH based
why, and how on a news article
questions
EN7G-IV-g-6.2

Curriculum Map 31
 H2 Compose clear and H2 Create sentences
coherent sentenc- using tenses of
es using appropri- verbs appropriately
ate grammatical
structures:
- tenses of verbs
EN6G-Ic-3.2

32 Curriculum Map
H3 Compose clear and H3 a. Create sen-
coherent sentenc- tences using
es using appropri- tenses of verbs
ate grammatical appropriately
structures: H3 b. Completing
- tenses of verbs dialogues and
EN6G-Ic-3.2 sentences by
using the cor-
rect verb tense
Lesson 3 Students will understand A1 Note significant Formative A1 Distinguish wheth- • Visual Arts
The Master Artist that: details of informa- • Short quizzes er the given detail • History
U1 Details give mean- tional texts • Drills/Exercises (oral from the passage is
Worktext pages:
ing to a story. EN6RC-IIc-5.5 and written) explicit or implicit
Unit 2 lesson 3 43–57
U2 Verbs in progress • Recitation
10 days A2 Read intensively • Assignments A2 Answer compre-
show continuing
• Explicit and im- action. to find answers to • Quizzes hension questions
plicit details specific questions about the text read
• The progressive EN7RC-I-c-7.1 Summative
tenses of the verb • Performance task

Self-assessment
• Oral presentation
• Rubric assessment
 Students will keep con- A3 Use appropriate A3 Complete a details
sidering: mechanisms/tools matrix about re-
Q1 What is a story in the library for searched articles
without details? locating resources
Q2 What form does EN7SS-II-a-1
an action done in
progress show? B1 Identify the per- B1 Perform a role-play
sons speaking and according to as-
addressed, and signed roles
the stand of the
speaker based on
explicit statements
made
EN7LC-III-g-7.1

D1 Infer meaning of D1 Answer a vocabu-

words or expres- lary written task
sions using
- context clues
EN6V-Ia-12.3.1

H1 Formulate mean- H1 Respond or cri-

ingful expressions tique the role play
EN7GS-IV-f-6 presented by other
Formulate who, students
what, when, where,
why, and how
questions
EN7G-IV-f-6.2:

H2 Compose clear and H2 Construct sentenc-

coherent sentenc- es using tenses of
es using appropri- verbs
ate grammatical

Curriculum Map 33
structures:
- tenses of verbs
EN6G-Ic-3.2
 H3 Compose clear and H3 Construct sentenc-
coherent sentenc- es using tenses of
es using appropri- verbs
ate grammatical
structures
EN6G-Ih-3.9

H4 Subject-verb agree- H4 Construct sen-

34 Curriculum Map
ment (in using tences following
progressive tenses the rules in subject-
IEEC6HII-3 verb agreement
Lesson 4 Students will understand A1 Note explicit and Formative A1 Identify the main • Health and Well-
Facts about the Human that: implicit signals (like • Recitation idea in a given ness
Body U1 The topic sentence cohesive devices) • Writing exercises paragraph • Biology
holds the para- used by the writer • Oral Presentation
Worktext pages:
graph together. EN8RC-IVc-13.1 • Dialog
Unit 2 lesson 4 58–74
U2 Perfect tenses state • Group activity
10 days • Quizzes A2 Answer drills and
completed actions. A2 Note significant
• Stated and implied details of informa- complete graphic
main idea Students will keep con- tional texts Summative organizers
• The perfect tenses sidering: EN6RC-IId-5.5 • Performance task
of the verb
Q1 What does a topic
A3 Identify main idea, Self-assessment A3 Read and analyze
sentence do?
key sentences and • Oral presentation the structure and
Q2 What do perfect
supporting details • Rubric assessment content of a para-
tenses state?
of a given para- graph to answer
graph written drills
EN5RC-IIb-2.21
 A4 Identify details that A4 a. Rearrange and
support the topic revise sentenc-
sentence es based on
EN8RC-IVb-2.21.2 how the ideas
are related with
one another
A4 b. Evaluate one’s
written com-
position

B1 Recognize main B1 Identify the main

points and support- idea and the details
ing ideas in the text that support it in
listened to the given para-
EN7LC-III-b-3.3/3.3.1: graph (oral drills)

B2 Use appropriate B2 Write and respond

verbal and non- to dialogues or
verbal cues when statements
developing, main-
taining and ending
conversations and
dialogs
EN7OL-II-a-4.1

D1 Infer meaning of D1 Answer a vocabu-

borrowed words lary written activity
and content spe-
cific terms using
- context clues
- affixes and
roots
EN6V-IIa-12.3.3

Curriculum Map 35
EN6V-IIa-12.4.1.3
EN6V-IIa-12.4.2.3
 F1 Identify supporting F1 a. Write a para-
details graph about a
EN7WC-II-f-5.2 given topic
F1 b. Complete a
graphic organ-
izer based on
a paragraph’s
supporting

36 Curriculum Map
details

F2 Revise writing for F2 Revise or modify

clarity a paragraph with
- appropriate unrelated ideas
punctuation
marks
EN5WC-IIi-1.8.1
- transition/signal
words
EN5WC-IIi-1.8.3

F3 Identify key ideas F3 Write a paragraph

EN7WC-II-e-5.1 based on key ideas

F4 Arrange notes F4 Present the main

using a variety of ideas and support-
graphic organizers ing details through
EN8WC-Ie-6.1 creative graphic
organizers
 F5 Use appropriate F5 Outline the main
graphic organizers idea and key details
for pre-writing prior to writing a
tasks paragraph about a
EN6WC-IIc-1.1.6.1 particular topic

G1 Present a coherent, G1 Present an oral re-

comprehensive port based on the
report on differing set context
viewpoints on an
issue
EN6OL-IIIj-1.19

H1 Use the past and H1 Answer a series of

past perfect tenses oral and written
correctly in varied drills for mastery of
contexts the skill
EN7G-III-h-3

H2 Compose clear and H2 Use the perfect

coherent sentenc- tenses in mean-
es using appropri- ing and contex-
ate grammatical tual sentences and
structures: paragraphs
- aspects of verbs
EN6G-Id-3.3

Curriculum Map 37
 Lesson 5 Students will understand A1 Compose a re- Formative A1 Create an an- • Public Service
Words That Build the that: search report on • Short quizzes nouncement
Community U1 Being informed is a relevant social • Drills/exercises/ based on the given
not only a right but issue (Oral and written) agenda
Worktext pages:
also a responsibil- EN10SS-IVe-2.3 • Recitation
Unit 2 lesson 5 75–94
ity. • Simulated presen-
10 days A2 Identify the au- tation A2 Answer a series of
U2 There is always a
• Announcements rightful manner in thor’s intentions for questions about

38 Curriculum Map
• Functional texts delivering our mes- writing Summative a given text/an-
• Modal auxiliaries sage. EN7RC-III-g-9 • Performance task nouncement

Students will keep con- A3 Identify kinds of Self-assessment A3 Answer an exercise

sidering: functional text • Oral presentation in identifying func-
IEEC6AII-5-a • Rubric assessment tional texts
Q1 What happens
• Poster
when announce-
B1 Note significant B1 Answer questions
ments are confus-
details about an informa-
ing or not effective-
EN6LC-IIIa-2.2 tional text
ly communicated?
Q2 What makes an-
C1 Make connections C1 Interpret the
nouncements
between informa- information and
powerful in the
tion viewed and visual presented in
community?
personal experi- a given announce-
Q3 Why is being
ences ment
informed also a
EN4VC-IIIi-2.4
responsibility?
D1 Use synonyms of D1 Answer a vocabu-
words to clarify lary activity on
meanings synonyms
EN9V-Ig-12.3
 D2 Analyze inten- D2 Identify the mean-
tion of words or ing of words
expressions used related with rules
in propaganda and regulations
techniques
EN8V-IIIg-26

G1 Use verbal cues in G1 Present a public

oral public an- announcement
nouncements
EN4OL-IIIa-1.14

G2 Deliver self-com- G2 Create a public an-

posed Campaign nouncement
Speeches on Advo-
cacies, Social Issues
and Concerns
EN10F-IVh-1.16

H1 Observe the lan-

guage of research, H1 Create an an-
campaigns, and nouncement or
advocacies campaign based
EN10G-IVa-32 on the set gram-
matical rules and
guidelines
H2 Express permis-
sion, obligation, H2 Answer written
and prohibition in drills about modal
statements in oral auxiliaries
and written forms
EN9G-IVd-23

Curriculum Map 39
 H3 Use the correct H3 Write sentences
modals expressing using modals of
permission permission
EN9G-IVc-23

H4 Use modals H4 Use modals in situ-

EN10G-If-3.6 ational context

40 Curriculum Map
H5 Compose clear and H5 Use modals in con-
coherent sentenc- structing meaning-
es using appropri- ful sentences
ate grammatical
structures:
- modals
EN6G-Ie-3.6
 Unit 3 Beyond the Ordinary Time Allotment: 50 days
Program Standard The student demonstrates oral and written fluency at his/her level while carrying out real life tasks necessary to
cope with the demands of a functionally literate and competent local, national and global citizen.

Grade Level Standard The student listens critically; communicates feelings and ideas orally and in writing with a high level of proficiency;
and reads various text types materials to serve learning needs in meeting a wide range of life’s purposes.

Content Standard The student demonstrates knowledge and skills in explaining the meaning of idiomatic expressions, expressing
comparison and contrast, identifying the methods of characterization, analyzing a poem through its elements,
and interpreting maps, graphs, and diagrams to carry out various performance tasks using appropriately the order
of adjectives, degrees of adjectives, types and function of adverbs, prepositions and prepositional phrases, and
conjunctions.
Performance Standard The student transfers learning by showing application of the different skills through oral and written communication.

Legend:
A – RC/SS (Reading Comprehension/Study Skills), B – LC (Listening Comprehension), C – VC (Viewing Comprehension), D – VD (Vocabulary Development), E – Lit (Litera-
ture), F – WC (Writing and Composition), G – OL/F (Oral Language and Fluency), H – GA (Grammar Awareness)

Integration to Other
Core Understandings
Topics Competencies Assessments Activities Subject Areas and
and Core Questions
Values
Lesson 1 Students will understand A1 Relate text content Formative A1 Answer questions • History
The Battle of Waterloo that: to particular social • Quizzes about the text read
U1 Idiomatic expres- issues, concerns, or • Recitation
Worktext pages:
sions have histori- dispositions in real • Assignments
Unit 3 lesson 1 3–18
cal backgrounds. life • Journals
10 days EN9RC-IVa-2.18 • Mini-projects
U2 When using multi-
• Idiomatic expres- ple adjectives, we
sions follow a certain A2 Relate content or Summative A2 Link the theme of
• Order of adjectives sequence. theme to previous • Performance task the story read in
experiences and real-life situations
background knowl-

Curriculum Map 41
edge
EN8RC-IIa-2.18
 Students will keep con- C1 Raise questions Self-assessment C1 Reflect and share
sidering: about a particular • Major performance one’s insights
Q1 What kind of sto- aspect of a material tasks about the socially-
ries do idiomatic viewed • Rubric assessment relevant pictures
expressions tell? EN8VC-IVh-12 • Summative test viewed
Q2 How is a series of
adjectives written? D1 Infer meaning of D1 Identify the idioms
idiomatic expres- and their meaning

42 Curriculum Map
sions using in the sentences
- context clues
EN6V-Ia-12.3.1

D2 Note types of D2 Answer a vocabu-

context clue (re- lary written task
statement, defini-
tion, synonyms,
antonyms) used
for a given word or
expression
EN9V-Ih-12.3

D3 Select an appropri- D3 Write the appro-

ate colloquial or priate idiomatic
idiomatic word expression to
or expression as complete each
a substitute for sentence
another word or
expression
EN7V-I-e-22.2
 E1 Explain how a E1 Research about the
selection may historical back-
be influenced by ground of an idi-
culture, history, en- omatic expression
vironment, or other used in the text
factors
EN9LT-IVi-3:

G1 Deliver a manu- G1 Deliver an inspir-

script/memorized ing speech about
oral speech with a socially-relevant
ease and fluency topic/issue
before an audience
EN8OL-IVg-1.5

H1 Compose clear and H1 Answer drills in ar-

coherent sentenc- ranging adjectives
es using appropri- in a given sentence
ate grammatical
structures:
- order of adjec-
tives
EN4G-IIIc-5.5

H2 Compose clear and H2 Construct sentenc-

coherent sentenc- es about different
es using appropri- situations using
ate grammatical the correct order of
structures: adjectives
- Order and de-
grees of regular
adjectives
EN6G-IIa-5.5

Curriculum Map 43
EN6G-IIa-5.2
 Lesson 2 Students will understand A1 Distinguish text- Formative A1 Write the similari- • Computer Technol-
Desktop versus Laptop that: types according • Quizzes ties and differences ogy
U1 Comparing and to purpose and • Recitation of the objects
Worktext pages:
contrasting help us language features • Assignments presented.
Unit 3 lesson 2 19–36
make wiser choices - Comparison • Journals
10 days and contrast • Graphic organizers
and decisions.
• Comparison and U2 The use of adjec- EN6RC-IIIc-3.2.7 • Mini-projects
contrast tives in varying

44 Curriculum Map
• Adjectives in the degrees of com- A2 Note significant Summative A2 Answer compre-
degrees of com- parison reduce details of informa- • Major performance hension questions
parison generalization. tional texts task about the text read
EN6RC-IId-5.5 • Rubric assessment
Students will keep con- • Summative test
sidering: A3 Draw similarities A3 Write the similari-
and differences of ties and differences
Q1 How can compar-
the featured selec- of the objects
ing and contrasting
tions in relation to presented.
help us make re-
the theme
sponsible choices?
EN7LT-I-g-2.3
Q2 Why study adjec-
tives in the degrees
D1 Infer meaning of D1 Answer a vocabu-
of comparison?
borrowed words lary written activity
using
- context clues
- affixes and roots
- other strategies
EN6V-IIIc-12.3.3
EN6V- IIIc -12.4.1.3
 F1 Recognize the F1 Identify and analyze
basic parts of a the structure of the
paragraph given comparison
EN4WS-IIa-2.8.1 and contrast text

F2 Identify basic fea- F2 Identify and

tures and kinds of analyze the struc-
paragraph ture of the given
EN7WC-I-e-4.3 comparison and
contrast text

F3 Revise writing for F3 Write short para-

clarity graphs based on
- correct spelling answers in the
- appropriate completed graphic
punctuation organizer (matrix)
marks
- transition/signal
words
EN6WC-IIi-1.8.2
EN6WC-IIi-1.8.1
EN6WC-IIi-1.8.3

F4 Write paragraphs F4 Write thematic

showing paragraphs using
- comparison and comparison and
contrast contrast
EN5WC-IIf-2.2.6

G1 Share brief im- G1 Share insights

promptu remarks about the given
about topics of topic
interest

Curriculum Map 45
EN6OL-IId-5
 H1 Use comparative H1 Answer written
connectives exercises on com-
IEEC6HIII-1-a paratives

H2 Use point by point H2 Write compari-

method in present- son and contrast
ing comparison paragraphs based
and contrast on the different

46 Curriculum Map
IEEC6HIII-1-b patterns and struc-
tures

H3 Use block method H3 Write compari-

in presenting son and contrast
comparison and paragraphs based
contrast on the different
IEEC6HIII-1-c patterns and struc-
tures

H4 Compose clear and H4 Construct mean-

coherent sentenc- ingful sentences
es using appropri- using the different
ate grammatical order and degree
structures: of adjectives
- Order and de-
grees of regular
adjectives
EN6G-IIa-5.5
EN6G-IIa-5.2
 H5 Compose clear and H5 Construct mean-
coherent sentenc- ingful sentences
es using appropri- using the correct
ate grammatical degrees of irregular
structures: adjectives
- Order and de-
grees of irregular
adjectives
EN6G-IIb-5.5.1
EN6G-IIb-5.2.1
Lesson 3 Students will understand A1 Give the meaning Formative A1 Supply the missing • World Literature
Daedalus and Icarus that: of given signs and • Short quizzes letters of a word
U1 Our distinct traits symbols • Drills/Exercises (oral based on picture
Worktext pages:
and personalities EN7SS-I-h-1.2 and written) clues and signs
Unit 3 lesson 3 37–55
define the way we • Recitation
10 days A2 Identify author’s • Assignments A2 Infer and list down
live and interact
• Author’s method of with others. methods of charac- • Quizzes character traits
characterization U2 We can modify our terization based on the de-
• Adverbs character for the IEEC6III-3-a Summative tails in the story
• Types of adverbs better. • Performance task
U3 Our actions can B1 Infer thoughts and B1 Read and analyze
have a good or bad feelings expressed the character traits
impact on others. in the text listened Self-assessment inferred in each line
to • Oral presentation from the story
Students will keep con- EN7LC-II-i-6.2 • Rubric assessment
sidering:
Q1 Why are regrets
always in the end?
Q2 Why do writers use
different character
traits in their sto-
ries?

Curriculum Map 47
 Q3 How do mixture of D1 Infer meaning of D1 Look for word
traits and person- borrowed words meanings based
alities blend and and content spe- on borrowed and
make each story cific terms using foreign words
interesting? - context clues
Q4 How does modify- - affixes and roots
ing our actions EN6V-IIa-12.3.3

48 Curriculum Map
make things bet- EN6V-IIa-12.4.1.3
ter? EN6V-IIa-12.4.2.3

E1 Determine tone,
mood, technique, E1 Determine the
and purpose of the method of charac-
author terization used by
EN10LT-IVc-2.2.3 the author in the
myth by filling out
a matrix/graphic
organizer

E2 Explain how the E2 Explain the details

elements specific to written in the
a genre contribute chart/matrix
to the theme of a
particular literary
selection
EN7LT-I-b-2.2
 F1 Compose a myth F1 Create a mythical
IEEC6FIII-3-a story

H1 Use adverbs in nar- H1 Use adverbs in

ration. writing a mythical
EN9G-IIa-19 story.

H2 Compose clear and H2 Write meaningful

coherent sentenc- sentences using
es using appropri- different kinds of
ate grammatical adverbs
structures:
- Adverbs of
intensity
EN6G-IIc-6.6
- Adverbs of fre-
quency
EN6G-IId-6.7
- Adverbs of man-
ner
EN6G-IIe-6.8
- Adverbs of place
and time
EN6G-IIf-6.5

Curriculum Map 49
 Lesson 4 Students will understand A1 Interpret ideas pre- Formative A1 Make design for a • Music
I Wandered Lonely as a that: sented in a poster • Recitation poster
Cloud U1 The meaning of EN9RC-IIIc-20 • Writing exercises
the poem is ex- • Oral presentation
Worktext pages:
pressed through its A2 Analyze poem with • Dialog A2 Read and analyze a
Unit 3 lesson 4 56–71
elements. 4 or more stan- • Group activity poem through its
10 days zas in terms of its • Quizzes elements
U2 A preposition
• Elements of Poetry with its object will elements (rhymes,

50 Curriculum Map
• Prepositions and always be together. sound devices, im- Summative
prepositional agery and figura- • Performance task
phrases Students will keep con- tive language)
sidering: EN6RC-Ib-6.4 Self-assessment
• Oral presentation
Q1 What is a poem
B1 Note specific • Rubric assessment B1 Interpret the
without its ele-
details/elements of poem/song lis-
ments?
the text listened to tened to
Q2 What is the rela-
EN7LC-II-c-2.1/3.1
tionship between a
preposition and its
B2 Show appreciation B2 Listen and interpret
object?
for songs, poems, songs
plays, etc.
EN10LC-IIIg-14.3

E1 Discover literature E1 Relate the theme

as a tool to assert of the poem to per-
one’s unique iden- sonal and real-life
tity and to better situations
understand other
people
EN7LT-III-h-5
 F1 Determine the F1 Write the elements
features of poetry or features of a
ENWC-If-9.1 poem in a graphic
organizer

G1 Use appropriate G1 Read aloud a piece

prosodic features of poetry
of speech like
pitch, stress, junc-
ture, intonation,
volume and projec-
tion and rate/
speed of speech
in differing oral
communication
situations
EN7OL-I-b1.14
Observe the cor-
rect pitch levels
(high, medium,
low) when reading
lines of poetry,
EN7OL-I-b-1.14.2

G2 Use appropriate G2 Share insights

strategies to keep a about the poem
discussion going read
EN6OL-IIId-3.7

Curriculum Map 51
 G3 Present informa- G3 Present a creative
tion in varied artis- oral report about
tic ways (e.g., role the poems stud-
playing, show and ied and analysed
tell, radio play/pod- through the ele-
cast/broadcast/ ments
reporting/ poster
presenta tions)

52 Curriculum Map
EN3OL-IVa-e-1.19

H1 Compose clear and H1 Answer oral and

coherent sentenc- written exercises
es using appropri- to master skills in
ate grammatical using prepositions
structures: and prepositional
- Prepositions and phrases
prepositional
phrases
EN6G-IIg-7.3.1
EN6G-IIg-7.3.2
Lesson 5 Students will understand A1 Use non-linear Formative A1 Interpret the infor- • Social Action
That Rice You Throw that: visuals as com- • Short quizzes mation presented • Governance
Away U1 Reading allows us prehensive aids in • Drills/exercises/ in a map, graph, or • Public Service
to picture images content texts (Oral and written) diagram.
Worktext pages:
in our mind. EN7RC-I-e-2.15 • Recitation
Unit 3 lesson 5 72–92
U2 Visual representa- Transcode orally • Simulated presen-
10 days and in writing the tation
tions can awak-
• Map, charts, ens the minds of information pre-
graphs, and dia- people to be more sented in diagrams, Summative
grams conscious with charts, table, • Performance task
• Coordinating and their actions. graphs, etc.
subordinating EN7SS-I-e-1.2 Self-assessment
conjunctions • Oral presentation
• Rubric assessment
• poster
 U3 Well-connected A2 Note significant A2 Answer questions
ideas conveys a details of informa- about an informa-
powerful message tional texts tional text read.
EN6RC-IIc-5.5
Students will keep con-
sidering: A3 Interpret informa- A3 Provide informa-
Q1 Why sometimes tion found in non- tion based on pre-
words are not linear texts such as sented non-linear
enough in commu- diagrams, maps, texts
nicating? charts, about social
Q2 How can images conditions/issues.
send powerful EN9RC-IIg-5
messages?
Q3 How do ideas C1 Agree or disagree C1 Express opinions
convey a powerful with the ideas about the facts
message? presented in the presented through
material viewed. non-linear texts
EN9VC-IIe-22

C2 Interpret the mes- C2 Explain the content

sage conveyed in a of a poster made
poster
EN9VC-IIIc-1.2/2.2

F1 Revise writing for F1 Write information

clarity or data derived
- correct spelling from non-linear
- appropriate texts
punctuation
marks
- transition/signal
words
EN6WC-IIi-1.8.2

Curriculum Map 53
EN6WC-IIi-1.8.1
EN6WC-IIi-1.8.3
 G1 React on the con- G1 Express views or
tent of the material insights about
presented different forms of
EN6OL-IIi-6 information

H1 Compose clear and H1 Answer a series

coherent sentenc- of oral and writ-
es using appropri- ten exercises on

54 Curriculum Map
ate grammatical the correct use
structures: of coordinating
- Subordinate and subordinating
and coordinate conjunctions
conjunctions
EN6G-IIi-8.3
EN6G-IIi-8.4

H2 Use phrases, claus- H2 Write meaning-

es, and sentences ful and thematic
appropriately and sentences using
meaningfully conjunctions.
EN7G-II-b-1
 Unit 4 Am Ready for the Future Time Allotment: 50 days
Program Standard The student demonstrates oral and written fluency at his/her level while carrying out real life tasks necessary to
cope with the demands of a functionally literate and competent local, national and global citizen.
Grade Level Standard The student listens critically; communicates feelings and ideas orally and in writing with a high level of proficiency;
and reads various text types materials to serve learning needs in meeting a wide range of life’s purposes.
Content Standard The student demonstrates knowledge and skills in organizing information, identifying and analyzing enumeration
text types, problem-solution texts types, procedural texts, cause and effect text types to carry out various per-
formance tasks using appropriately the structure of sentences, compound and complex sentences, phrases and
clauses, transitional devices, and mechanics in writing.
Performance Standard The student transfers learning by showing application of the different skills through oral and written communication.
Legend:
A – RC/SS (Reading Comprehension/Study Skills), B – LC (Listening Comprehension), C – VC (Viewing Comprehension), D – VD (Vocabulary Development), E – Lit (Litera-
ture), F – WC (Writing and Composition), G – OL/F (Oral Language and Fluency), H – GA (Grammar Awareness)

Integration to Other
Core Understandings
Topics Competencies Assessments Activities Subject Areas and
and Core Questions
Values
Lesson 1 Students will understand A1 Make an outline Formative A1 Write an outline us- • Environment
An Ultimate Summer that: from a selection • Quizzes ing the details from
Escapade U1 Ideas put in order read • Recitation an informational
are more compre- EN5RC-IIi-2.15.1 • Assignments text
Worktext pages:
hensible. • Journals
Unit 4 lesson 1 3–23
U2 A sentence is B1 Compare and con- • Mini-projects B1 Outline the infor-
10 days trast information mation presented
formed according
• Outlining/Organ- to structure. listened to Summative
izing ideas EN9LC-Ih-8.8 • Performance task
• Structures of sen- Students will keep con-
tences sidering: D1 Use synonyms of Self-assessment D1 Answer a written
words to clarify • Major Performance vocabulary activity
Q1 Why should ideas
meanings Tasks
be in order?
EN9V-Ig-12.3 • Rubric assessment
Q2 In what ways can

Curriculum Map 55
• Summative Test
a sentence be
formed?
 D2 Note types of D2 Identify the mean-
context clue (re- ing of unfamiliar
statement, defini- words using con-
tion, synonyms, text clues
antonyms) used
for a given word or

56 Curriculum Map
expression
EN9V-Ih-12.3

F1 Write two to three- F1 Write an informa-

paragraph compo- tional composi-
sition based on the tion based on an
prepared outline outline prepared
EN5WC-Ic-2.2.4

F2 kinds of outline F2 Identify the outline

IEEC6FIV-1-a used in organizing
information

G1 Summarize infor- G1 Summarize the

mation conveyed information from a
through discussion text read through
EN6OL-IVj-3.6 outlining
 Lesson 2 Students will understand A1 Conduct short Formative A1 Research about • Health and Medi-
Different Types of Vita- that: research projects • Quizzes the health benefits cine
mins and Their Func- U1 We should know on a relevant issue • Recitation of certain kinds of • Fitness and Well-
tions the facts about EN6SS-IVf-2.3 • Assignments food. ness
what we eat to • Journals
Worktext pages:
have a healthy life. A2 Interpret informa- • Graphic organizers A2 Complete the chart
Unit 4 lesson 2 24–42
U2 Using compound- tion found in non- • Mini-projects by writing the
10 days linear texts such as details in the text.
complex sentences
• Enumeration/De- help improve one’s diagrams, maps, Summative
cription text types writing. charts, about social • Major performance
• Compound-com- conditions/issues. task
plex sentences Students will keep con- EN9RC-IIg-5 • Rubric assessment
sidering: • Summative test
A3 Distinguish text- A3 Identify the struc-
Q1 Why is there a
types according ture and language
need to know the
to purpose and features of an
facts about what
language features informational text.
we eat?
- Enumeration
Q2 Why study com-
EN6RC-IIIa-3.2.8
pound-complex
- Comparison and
sentences?
contrast
EN6RC-IIIc-3.2.7

A4 Distinguish text- A4 Identify the struc-

types according ture and language
to purpose and features of an
language features informational text.
(Classification)
IEEC6AIV-2-a

Curriculum Map 57
 A5 Relate content or A5 Answering guide
theme to previous questions about
experiences and the text read
background knowl-
edge
EN8RC-IIa-2.18

A6 Use appropriate A6 Fill out the graphic

58 Curriculum Map
graphic organizers organizer to classify
in texts read information from a
EN5RC-IVe-2.15.2 text

D1 Arrive at meanings D1 Answer a vocabu-

through context lary written task
clues
EN8V-IIIe-12.3

F1 Distinguish text- F1 Write an informa-

types according tional text (enu-
to purpose and meration)
language features
- Enumeration
EN6RC-IIIa-3.2.8

F2 Revise writing for F2 Revise/edit a writ-

clarity - appropriate ten composition
punctuation marks
- transition/signal
words
EN5WC-
IIIg-1.8.1/1.8.3
 H1 Use various types H1 Use compound
and kinds of sen- and complex sen-
tences for effective tences in express-
communication of ing ideas
information/ideas
(compound, com-
plex sentences)
EN6SS-IVc-1.10

H2 Define independ- H2 Use independent

ent and dependent and dependent
clause sentences in ex-
IEEC6HIV-2-9 pressing ideas

H3 Use conjunctive ad- H3 Use conjunctive

verbs in sentences adverbs in mean-
IEEC6HIV-2-b ingful sentences
Lesson 3 Students will understand A1 React to asser- Formative A1 Express opinions • Education
Grades Matter that: tions made by the • Short quizzes about the text read • Guidance and
U1 Every problem has author in the text • Drills/Exercises (oral Counselling
Worktext pages:
a solution. EN8RC-IIc-2.1.7 and written)
Unit 4 lesson 3 43–60 • Recitation
U2 Most sentences are
10 days built on phrases F1 Generate ideas and • Assignments F1 Write an informa-
• Problem-solution and clauses. their relationships • Quizzes tional text based
(paragraph devel- EN8WC-Ib-1.1 the established re-
opment pattern) Students will keep con- Summative lationship of ideas
• Phrase and clause sidering: • Performance task
Q1 Is there a solution
Self-assessment
to a problem?
• Oral presentation
Q2 Why study phrases
• Rubric assessment
and clauses?

Curriculum Map 59
 H1 Use appropriate H1 Express relation-
grammatical sig- ship of ideas
nals or expressions using phrases and
suitable to each clauses
pattern of idea de-
velopment: general
to particular claim
and counterclaim

60 Curriculum Map
problem-solution
cause-effect and
others
EN8G-IIa-9

H2 Use phrases, claus- H2 Use phrases and

es, and sentences clauses to express
appropriately and meaningful ideas
meaningfully about certain top-
EN7G-II-a-1 ics

H3 Identify subject H3 Evaluate the struc-

and predicate in a ture of a sentence
sentence.
IEEC6HIV-3-a
Lesson 4 Students will understand A1 Note significant Formative A1 Answer questions • Economics
How to Save Money that: details of informa- • Recitation about an informa- • Mathematics
U1 A well-organized tional texts • Writing exercises tional text • Business Math
Worktext pages:
plan is a step for a EN6RC-IId-5.5 • Oral presentation
Unit 4 lesson 4 61–74
better future. • Dialog
10 days B1 Follow steps in a • Group activity B1 Write a procedural
U2 Well-connected
• Procedural text ideas also gives process • Quizzes text using transi-
• Transitional devices power to make EN7LC-III-e-3.6 tional devices
better decisions.
 Students will keep con- C1 Note details, Summative C1 Note details from a
sidering: sequence, and re- • Performance task material viewed
Q1 Why do we need lationships of ideas
to be guided in and events Self-assessment
dealing with bigger EN7VC-II-b-1/2 • Oral presentation
things? • Rubric assessment
F1 Revise writing for F1 Proofread the pro-
Q2 Why should we clarity cedural text written
organize our ideas - correct spelling
in communicating? - appropriate
punctuation
marks
- transition/signal
words
EN6WC-IIg-1.8.2
EN6WC-IIg-1.8.1
EN6WC-IIg-1.8.3

F2 Sequence steps in F2 Arrange details

writing a simple based on the text
paragraph read
EN7WC-I-g-4.4

H1 Create Procedural H1 Write a procedural

text text
IEEC6HIV-4-a

H2 Identify the fea- H2 Point out spe-

tures of a proce- cific text features
dural text. through a set of
IEEC6HIV-4-b questions

Curriculum Map 61
 Lesson 5 Students will understand A1 Interpret the mes- Formative A1 Read medical rules • Health and Well-
Smoking Stinks that: sages of the differ- • Short quizzes ness
U1 Understanding ent authentic texts • Drills/exercises/ • Human Anatomy
Worktext pages:
causal relationships - medical pre- (Oral and written) • Biological Sciences
Unit 4 lesson 5 75–89
helps save lives. scriptions • Recitation
10 days EN4RC-IVb-5.2 • Simulated presen-
U2 Good grammar is
• Cause-and-effect not enough in writ- tation
texts ing. B1 Use different B1 Listen to an in-

62 Curriculum Map
• Mechanics in writ- listening strategies Summative formative text
ing Students will keep con- based on purpose, • Performance task
sidering: topic and levels of
difficulty of simple Self-assessment
Q1 Is there a need
informative and • Oral presentation
to find out how
short narrative • Rubric assessment
ideas relate to each
texts • poster
other?
EN7LC-III-a-7
Q2 Why is grammar
not enough in writ-
B2 Respond appro- B2 Complete a dia-
ing?
priately to the gram based on the
Q3 Why do we revisit
messages of the text listen to
or rethink of our
different authentic
ideas before writ-
texts
ing?
EN6RC-IIa-5.5

B3 Distinguish text- B3 Identify the cause

types according and effect relation-
to purpose and ship of ideas in a
language features text
- Cause and effect
EN6RC-IVa-3.2.6
 F1 Write a 4-para- F1 Write a cause-
graph composition effect text
showing
- cause and effect
EN6WC-IIf-2.2.5

F2 Revise writing for F2 Revise the draft of

clarity the cause-effect
- correct spelling text
- appropriate
punctuation
marks
- transition/signal
words
EN6WC-IVc-1.8.2
EN6WC-IVc-1.8.1
EN6WC-IVc-1.8.3

F3 Proofread a sen- F3 Proofread the

tence. cause-effect text
IEEC6FIV-5-a written

F4 Check a sentence F4 Observe correct

for grammar errors. mechanics in writ-
IEEC6FIV-5-b ing

Curriculum Map 63
 G1 Deliver self-com-
posed Campaign
Speeches on Advo-
cacies, Social Issues
and Concerns
EN10F-IVi-1.16

H1 Use appropriate H1 Use appropriate

64 Curriculum Map
punctuation marks punctuation and
and capitalization capitalization in
to convey mean- writing sentences
ing.
EN9G-Ia-1.6/1.7

H2 Observe the lan- H2 Write a promotion-

guage of research, al campaign about
campaigns, and a health advocacy
advocacies
EN10G-IVi-32