grade 8 curriculum guide to english
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Transcript of grade 8 curriculum guide to english
K TO 12 CURRICULUM GUIDE IN ENGLISH
GRADE 8PROGRAM STANDARD: The learner demonstrates communicative competence (and multiliteracies) 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 (and multiliteracies) through his/ her understanding of Afro-Asian Literature and other texts types for a deeper appreciation of Afro-Asian Culture and those of other countries.
DOMAINS OF LITERACY
CONTENT STANDARD PERFORMANCE STANDARD
LEARNING COMPETENCIES
Listening Comprehension
Quarter 1The learner demonstrates understanding of the prosodic features and non-verbal cues that serve as carriers of meaning when listening to informative texts and longer narratives to note significant details.
Quarter 1The learner accurately produces a schematic diagram to note and give an account of the important details in long narratives or descriptions listened to.
Quarter 1Recognize prosodic features: stress, intonation and pauses serving as carriers of meaning that may aid or interfere in the delivery of the message in stories and informative texts
Note prosodic features (stress, intonation, pauses) and rate of speech as carriers of meaning
Recognize changes in meaning signaled by stress, intonation and pauses
Listen to points the speaker emphasizes as signaled by contrastive sentence stress determine how stress, intonation, phrasing, pacing, tone and non-verbal cues serve as carriers of meaning that may aid or interfere in the message of the text listened to
Quarter 2The learner demonstrates understanding on how employing projective listening strategies to descriptive and longer narrative audio texts,
Quarter 2The learner creates an audio – video presentation highlighting the core message of a text
Quarter 2Employ appropriate listening skills when listening to descriptive and long narrative texts
(e. g. making predictions, noting the dramatic effect of sudden twists, etc.)
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helps him/her to validate information, opinion, or assumption to participate well in specific communicative context .
The learner demonstrates understanding of adjusting listening strategies (marginal, selective, attentive, critical) in relation to the main purpose of listening, one’s familiarity with the topic and difficulty of the text describing a process and narrating longer stories to suit the listening text and task.
listened to. Employ projective listening strategies with longer stories
Listen to determine conflicting information aired over the radio and television
Listen for clues to determine pictorial representations of what is talked about in a listening text
Quarter 3The learner demonstrates understanding in validating information, opinions, or assumptions made by a speaker to arrive at sound decisions on critical issues.
Quarter 3The learner proficiently writes an editorial article concerning an issue raised by the speaker in a text listened to.
Quarter 3Determine the persons being addressed in an
informative talk, the objective/s of the speaker and his/her attitude on the issues
Use attentive listening strategies with informative texts
Note clues and links to show the speaker’s stand and assumptions
Listen for clues and links to show the speaker’s train of thoughts
Determine the stand of the speaker on a given issue Listen to get the different sides of social, moral, and economic issues affecting a community
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Quarter 4 The learner demonstrates understanding of how the orchestration of harmony, unison, rhythm and the structure of narratives and other text types enable him or her to appreciate their richness.
Quarter 4The learner creatively renders a choric interpretation of a text listened to
Quarter 4Process speech delivered at different rates by making
inferences from what was listened to
Use syntactic and lexical clues to supply items not listened to
Anticipate what is to follow in a text listened to considering the function/s of the statements made
Express appreciation for texts orally interpreted noting harmony, unison, and rhythm.
Listen to appreciate the tune and the narrative structure of ballads
Listen to appreciate harmony, unison, and rhythm in choric interpretations.
Oral Language and Fluency
Quarter 1The learner
demonstrates understanding of how to speak in clear, correct English appropriate for a certain situation, purpose and audience.
Quarter 1The learner
actively participates in a conversational dialogue about school/environmental issues or any current social concerns.
Quarter 1Use appropriate registers to suit the intended audience, and variation in intonation and stress for emphasis and contrast
o Express feelings and attitudes by utilizing contrastive stress and variations of tone and tempo
o Use stress, intonation, and juncture to signal changes in meaning
Quarter 2The learner
demonstrates
Quarter 2The learner
joins actively in a
Quarter 2Ask for and give information, and express needs,
opinions, feelings, and attitudes explicitly and implicitly
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understanding of the various means on how figurative and academic language can be used in various communication settings.
panel discussion on a current issue or concern.
in an informative talk
Formulate responses to questions noting the types of questions raised (yes-no, wh-questions, alternative, modals, embedded)
Make inquiries
Give information obtained from mass media: newspapers, radio, television
Highlight important points in an informative talk using multi-media resources
Quarter 3The learner demonstrates understanding of using turn-taking strategies in extended conversations to effectively convey information.
Quarter 3The learner proficiently conducts a formal, structured interview of a specific subject.
Quarter 3Use appropriate turn-taking strategies (topic nomination, topic development, topic shift, turn-getting, etc.) in extended conversations
Interview persons to get opinions about certain issues
Respond orally to ideas and needs expressed in face-to-face interviews in accordance with the intended meaning of the speaker
Use communication strategies (e.g. paraphrase, translations, and circumlocution) to repair breakdown in communication
Quarter 4
The learner demonstrates understanding of speech functions and forms as indicators of meaning.
Quarter 4
The learner competently delivers an informative speech using multi-
Quarter 4Arrive at a consensus on community issues by assessing
statements made
React to information obtained from talks
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media resources to highlight important points.
Interview persons to get their opinions about social issues affecting the community
Agree/Disagree with statements, observations and responses made when issues affecting the community
Infer the function/s of utterances and respond accordingly taking into account the context of the situation and the tone used
Vocabulary Enhancement
(Subsumed in all domains)
Quarter 1The learner
demonstrates understanding of the strategies for coping with the unknown words and ambiguous sentence structures and discourse to arrive at meaning.
Quarter 1The learner
creatively produces an e-portfolio of vocabulary illustrating the use of varied strategies.
Quarter 1Develop strategies for coping with unknown words
and ambiguous sentence structures and discourse
o Differentiate between shades of meaning by arranging words in a cline o Guess the meaning of idiomatic expressions by noting keywords in expressions, context clues, collocations, clusters, etc.
o Arrive at the meaning of structurally complex and ambiguous sentences by deleting expansions to come up with kernel sentences
Quarter 2The learner
demonstrates understanding of the strategies for coping with the unknown words and ambiguous sentence
Quarter 2The learner creatively prepares a comparative log of academic and figurative language reflected in documents
Quarter 2 Develop strategies for coping with unknown
words and ambiguous sentence structures and discourse
o Identify the derivation of words
o Define words from context and through word analysis
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structures and discourse to arrive at meaning.
with the same themes. (prefix, roots, suffixes)
o Use collocations of difficult words as aids in unlocking vocabulary
o Arrive at the meaning of structurally complex and ambiguous sentences by separating kernel sentences from modification structures and expansions
Quarter 3The learner
demonstrates understanding of the strategies for coping with the unknown words and ambiguous sentence structures and discourse to arrive at meaning.
Quarter 3The learner creatively produces a frequency word list.
Quarter 3Develop strategies for coping with unknown words
and ambiguous sentence structures and discourseo Identify the derivation of words
o Define words from context and through word analysis (prefix, roots, suffixes
o Use collocations of difficult words as aids in unlocking vocabulary
Arrive at the meaning of structurally complex and ambiguous sentences by separating kernel sentences from modification structures and expansions.
Quarter 4The learner
demonstrates understanding of the strategies for coping with the unknown words and ambiguous sentence structures and discourse to arrive at meaning.
Quarter 4The learner proficiently produces a glossary of words related to specific disciplines.
Quarter 4Develop strategies for coping with unknown words and
ambiguous sentence structures and discourse
o Identify the derivation of words
o Define words from context and through word analysis (prefix, roots, suffixes)
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o Use collocations of difficult words as aids in unlocking vocabulary
Arrive at the meaning of structurally complex and
ambiguous sentences by separating kernel sentences from modification structures and expansions
Reading and Comprehension
Quarter 1The learner
demonstrates understanding of the different reading styles to suit the text and one’s purpose for reading.
Quarter 1The learner produces a Reading Log showing various entries like the choice of reading materials, the type of reading employed, etc.
Quarter 1Adjust reading speed based on one’s purpose for reading and the type of materials read
Use different reading styles to suit the text and one’s purpose for reading
Scan rapidly for sequence signals or connectors as basis for determining the rhetorical organization of texts
Skim to determine the author’s key ideas and purpose by answering questions raised after surveying the text
Read closely to select appropriate details from a selection for specific purposes
Quarter 2The learner
demonstrates understanding of textual relationships using non-linear forms and graphics to obtain information from linear and non-linear texts.
Quarter 2The learner proficiently uses advanced organizers/ illustrations showing textual relationships.
Quarter 2Evaluate content, elements, features, and properties of a
reading or viewing selection using a set of criteria developed in consultation (with peers and the teacher)
Explain visual-verbal relationships illustrated in tables, graphs, information maps commonly used in content area texts
Transcode information from linear to non-linear texts and vice-versa
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Explain illustrations from linear to non-linear texts and vice versa
Organize information illustrated in tables, graphs and maps
Quarter 3The learner
demonstrates understanding of varied reading approaches to make sense and develop appreciation for the different text types.
Quarter 3The learner creatively produces a digital chart of various text types with clickable features.
Quarter 3Utilize varied reading strategies to process information
in a text
Recognize the propaganda strategies used in advertisements and consider these in formulating hypotheses Distinguish between facts from opinions Use expressions that signal opinions (e.g. seems, as I see it)
Note the function of statements made as the text unfolds and use it as a basis for predicting what is to follow
Express emotional reactions to what was asserted or expressed in a text
Employ approaches best suited to a text
Note the functions of statements as they unfold and consider the data that might confirm/disconfirm hypothesis
Examine for bias
Determine the validity and adequacy of proof statements to support assertions
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React critically to the devices employed by a writer to achieve his/her purpose
Quarter 4The learner
demonstrates understanding of how to abstract information presented in different text types and to note explicit and implicit signals used by the writer.
Quarter 4The learner prepares an abstract of a text read.
Quarter 4Utilize knowledge of the differences among text types
(instructional, explanatory, recount, persuasive, informational and literary) as an aid in processing information in the selection read or viewed
Assess the content and function of each statement in a text with a view of determining the information structure of the text
Abstract information from the different text types by noting explicit and implicit signals used by the writer
Interpret instructions, directions, notices, rules and regulations
Locate and synthesize essential information found in any text
Distinguish the statement of facts from beliefs. Evaluate the accuracy of the information. Draw conclusions from the set of details. Point out relationships between statements. Distinguish between general and specific
statements.
Literature Quarter 1The learner
demonstrates understanding of the
Quarter 1The learner creatively and proficiently performs in a choral
Discover literature as a means of understanding the human being and the forces he/she to contend with
Discover through literature the symbiotic relationship
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different genres through the types contributed by Afro-Asian countries to express appreciation for Afro-Asian heritage.
reading of a chosen Afro-Asian poem.
between man and his environment and the need of the former to protect the latter
Demonstrate a heightened sensitivity to the needs of others for a better understanding of man
Discover through literature the links between one’s life and the lives of people throughout the world
Highlight the need for a more just and equitable distribution of resources
Quarter 2The learner
demonstrates understanding of how significant human experiences are best captured in various literary forms that inspire humans to bring out the best in them.
Quarter 2The learner creatively compiles Afro-Asian literary pieces as accounts of experiential learning.
Quarter 2 Show understanding and appreciation for the different
genres with emphasis on types contributed by Asian countries (i.e. Haiku, Tanka, etc.)
Point out the elements of plays and playlets
Determine the macro discourse patterns of essays and the macro discourse signals used to establish meaning relationships in the essay
Determine the author’s tone and purpose for writing the essay
Point out how the choice of title, space allotment, imagery, choice of words, figurative language, etc. contribute to the theme
Explain figurative language used Express appreciation for sensory images in literary
forms Show understanding of the text by paraphrasing
passages
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Quarter 3The learner
demonstrates understanding of the different genres to heighten literary competence.
Quarter 3The learner produces a critical review of articles with the same themes but different genres.
Quarter 3Discover Philippine and Afro Asian literature as a means
of expanding experiences and outlook and enhancing worthwhile universal human values
Express appreciation for worthwhile Asian traditions and the values they represent
Assess the Asian identity as presented in Asian literature and oneself in the light of what makes one an Asian
Identify oneself with other people through literature taking note of cultural differences so as to get to the heart of problems arising from them
Quarter 4The learner
demonstrates understanding of how literature mirrors the realities of life and depicts human aspirations.
Quarter 4The learner produces an e-literary folio which captures significant human experiences.
Quarter 4Point out the role of literature in enabling one to grow in
personhood
Discriminate between what is worthwhile and what is not through literature
Distinguish as positive values humility, resourcefulness, self-reliance and the ability to look into oneself, and accept one’s strengths and weaknessess
Viewing Comprehension
Quarter 1The learner
demonstrates understanding of the different text types and genres of programs viewed to effectively derive information and find
Quarter 1The learner produces program portfolio that monitors his/her progress as a viewer (in terms of interest, preference, and reflections on individual
Organize information extracted from a program viewed
Compare and contrast basic genres of programs viewed
Narrate events logically
Validate mental images of the information conveyed by a program viewed
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meaning in them viewing behaviors). Respond to questions raised in a program viewed
Quarter 2The learner
demonstrates understanding of the different text types and genres of programs viewed to effectively derive information and find meaning in them.
Quarter 2The learner effectively writes reactions to movies viewed. (movie review)
The learner presents a review of a program viewed.
Quarter 2
Discern positive and negative messages conveyed by a program viewed
React appropriately and provide suggestions based on an established fact
Decode the meaning of unfamiliar words using structural analysis
Follow task- based directions shown after viewing
Interpret the big ideas/key concepts implied by the facial
expressions of interlocutors
Quarter 3The learner
demonstrates understanding of the various analytical and evaluative techniques employed in critical viewing.
Quarter 3The learner produces a reaction paper to a program viewed.
Quarter 3 Analyze the elements that make up reality and fantasy
from a program viewed
Compare and contrast one’s own television-viewing behavior with other viewers’ viewing behavior
Organize an independent and systematic approach in critiquing various reading or viewing selection
Quarter 4The learner
demonstrates understanding of how viewing conventions affect the way viewers grasp,
Quarter 4The learner puts up a model television production incorporating viewing conventions.
Quarter 4 Recognize the principles of lay outing in viewing a
material
Explore how colors appeal to viewer’s emotions
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interpret, and evaluate the meaning of a program viewed.
Identify basic camera angles
Ascertain how balance created by symmetry affects visual response to a program viewed
Differentiate between vantage points and viewing
Writing Quarter 1The learner
demonstrates understanding of giving valuable personal information and information on social events and issues by accomplishing different forms to effectively function in school and in community. .
Quarter 1The learner proficiently prepares a brochure on the dangers of smoking/drugs and other social issues and concerns.
The learner writes a personal narratives.
The learner creates a blog on the internet commenting on social/economic issues and concerns.
Quarter 1Accomplish forms and prepare notices
Write the information asked for in the following forms: School forms Bank forms Order slips Evaluation forms Survey forms Bills, telecom, etc.
Write notices (e.g. posters, slogans, advertisements that relate to social events
Quarter 2The learner
demonstrates understanding of the power of language structures and forms in shaping people’s reactions, perceptions, points of view, and beliefs in local, national and global communities.
Quarter 2The learner conducts an opinion poll, interprets, and presents the findings having a local-based or national issue as reference.
Quarter 2Use non-linear texts and outlines to show relationships between ideas
Transcode ideas from texts to concept maps
Make a write-up of ideas presented in concept maps
Use three-step words, phrasal and sentence
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outlines to organize ideas
Transcode information from linear to non-linear texts and vice versa
Employ concept mapping (circle, bubble, linear, etc.) as aids in taking down notes and organizing ideas
Use outlines to sum up ideas taken from texts
Use non-linear text outlines and notes as aids in the preparation of a research paper
Quarter 3The learner
demonstrates understanding of how to have a good command and facility of the English Language necessary to produce writing in different genres and modes.
Quarter 3The learner produces an e-journal of poetry & prose entries with emphasis on content and writing style.
Quarter 3Use specific cohesive and literary devices to construct
integrative literary and expository reviews, critiques, research reports, and scripts for broadcast communication texts, including screenplays
Produce different text types and sub-types
Expand ideas in well-constructed paragraphs observing cohesion, coherence and appropriate modes of paragraph development
Give and respond to feedback on one’s paper in the revision process
Use grammatical structure and vocabulary needed to effectively emphasize particular points
Use appropriate modes of paragraph development to express one’s ideas, needs, feelings and attitudes
Use a variety of cohesive devices to make the
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flow of thoughts from one sentence to another smoothly and effortlessly
Write short personal narratives to support an assertion
Organize information gathered from primary and secondary sources using a graphic organizer and a simple topic outline
Do self and peer editing using a set of criteria
Revise a piece of short personal writing in terms of content, style, and mechanics collaboratively and independently.
Quarter 4The learner
demonstrates understanding of how to have a good command and facility of the English Language necessary to produce writing in different genres and modes.
Quarter 4The learner makes a write-up of an interview.
Quarter 4 Organize one’s thoughts and adopt the appropriate
writing style in letters, resumes, critiques, etc. using appropriate styles (formal and formal)and audience in mind
Employ interactional functions of language in different genres and modes of writing (pen-pal letters, letters of invitation, a “yes” and “no” letters, book reviews, interview write-ups, journal entries, etc.)
Write reflections on learning experiences in diary and journal entries
Write summaries of books read
Employ varied strategies (condensing, deleting, combining, embedding) when summarizing materials read
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Write reactions to books read
Show respect for intellectual property rights by acknowledging citations made
Acknowledge citations by indicating in a bibliography sources used
Use writing conventions to indicate acknowledgement of resources
Use quotation marks or hanging indentations for direct quotes
Use in-text citation
Arrange bibliographic entries of text cited from books and periodicals
Grammar Quarter 1The learner demonstrates understanding of well-constructed paragraphs using appropriate modes of development and language structures to express one’s ideas, needs, feelings and attitudes
The learner demonstrates understanding of how language is instrumental in
Quarter 1The learner effectively writes a personal narrative or informative text.
The learner proficiently writes a description of a process.
Quarter 1 Uses:
o varied adjective complementationo appropriate idioms, collocations, and fixed expressiono coordinatorso subordinatorso other appropriate devices for emphasis
Formulates:o correct complex and compound-complex sentenceso correct conditional statementso appropriate parenthetical expressions
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communicating thoughts, and feelings.
o meaningful expanded sentence (following balance, parallelism, and modification)
Quarter 2The learner
demonstrates understanding of how grammatically correct sentences ensure an effective discourse.
The learner demonstrates understanding of how the knowledge of grammar enables one to successfully deliver information.
Quarter 2The learner composes a meaningful and grammatically correct composition.
The learner writes a progress/ interim report of a program or advocacy
Quarter 2Uses:
o varied adjective complementationo appropriate idioms, collocations, and fixed expressiono coordinatorso subordinators
other appropriate devices for emphasis formulates:
o correct complex and compound-complex sentenceso correct conditional statementso appropriate parenthetical expression
meaningful expanded sentence (following balance, parallelism, and modification)
Quarter 3The learner demonstrates understanding of how the use of Standard English conventions facilitates interaction and transaction.
Quarter 3
The learner creatively produces a tourist guide brochure
Quarter 3Uses:
o varied adjective complementationo appropriate idioms, collocations, and fixed expressiono coordinatorso subordinators
other appropriate devices for emphasis formulates:
o correct complex and compound-complex sentenceso correct conditional statementso appropriate parenthetical expressions
meaningful expanded sentence (following balance, parallelism, and modification)
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Quarter 4The learner
demonstrates understanding of the set of structural rules that govern various communication situations.
Quarter 4The learner innovatively presents an Ad promoting a government bill or a city ordinance.
Quarter 4Uses:
o varied adjective complementationo appropriate idioms, collocations, and fixed expressiono coordinatorso subordinators
other appropriate devices for emphasis formulates :
o correct complex and compound-complex sentenceso correct conditional statementso appropriate parenthetical expressions
meaningful expanded sentence (following balance, parallelism, and modification)
Attitude towards language, literacy and literature(Subsumed in all domains)
Quarter 1 Ask sensible questions
on his/her initiative
Quarter 2 Express a different
opinion without being difficult
Quarter 3 Give credence to
well-though out ideasQuarter 4
Set new goals for learning on the basis of self- assessment made
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Study Strategies(Subsumed in Reading, Literature, and Writing)
Quarter 1 The learner demonstrates understanding of how to gather data using library and electronic resources to locate information that bring about diversity and/or harmony among Afro – Asians through the study of their traditions and beliefs.
Quarter 1 The learner creatively writes an interesting Cultural Report.
Quarter 1 Gather data using library and electronic resources consisting of general references: atlas, periodical index, periodicals and internet sources/ other websites to locate information
Use periodical index to locate information in periodicals Gather data using the general references: encyclopedia,
dictionary Get and assess current information from newspaper and
other print and non-print media
Quarter 2 The learner demonstrates understanding of how proper citations of references and materials used establish the credibility of a report or a research paper.
Quarter 2 The learner produces research appendices following the correct citation entries and format
Quarter 2 Acknowledge citations by preparing the bibliography of the various sources used
Observe correct format in bibliographical entries Use writing conventions to indicate acknowledgement of
sources
Quarter 3 The learner demonstrates understanding of how information gathering skills and data collection strategies ensure quality research
Quarter 3 The learner produces a clip report on the various sources of data collected
Quarter 3 Derive information from various text types and sources using the card catalog, vertical file, index, microfiche (microfilm) CD ROM, internet etc.
Use locational skills to gather and synthesize information from general and first-hand sources of information
Get vital information from various websites Extract accurately the required information from sources
read and viewed to reject irrelevant detailsQuarter 4 The learner demonstrates understanding of how the employment of study strategies coupled with research skills lead to a well-written paper
Quarter 4 The learner produces a research paper based on school/ community problem.
Quarter 4 Use multi step word and phrasal outlines to organize
ideas Engage in systematic conduct of a research by going
through series of processes Organize logically information gathered Apply the correct treatment of data and the soundness of
research conclusion.
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