Curriculum guide grade 8

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Curriculum guide grade 8

  1. 1. CURRICULUM GUIDE APRIL, 2013 SUBJECT: ENGLISH 8 PROGRAM STANDARD: The learner demonstrates communicative competence (and multi-literacies) 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 multi-literacies) 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. CONTENT STANDARD: Quarter 1 LC: The 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. OF: The learner demonstrates understanding of how to speak in clear, correct English appropriate for a certain situation, purpose and audience. V: The learner demonstrates understanding of the strategies for coping with the unknown words and ambiguous sentence structures and discourse to arrive at meaning. RC: The learner demonstrates understanding of the different reading styles to suit the text and one’s purpose for reading. LIT: The learner demonstrates understanding of the different genres through the types contributed by Afro-Asian countries to express appreciation for Afro-Asian heritage. VIEW: The learner demonstrates understanding of the different text types and genres of programs viewed to effectively derive information and find meaning in them W: The 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. GR: The 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 communicating thoughts, and feelings. A: Ask sensible questions on his/her initiative ST: 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. PERFORMANCE STANDARD: Quarter 1 LC: The learner accurately produces a schematic diagram to note and give an account of the important details in long narratives or descriptions listened to. OF: The learner actively participates in a conversational dialogue about school/environmental issues or any current social concerns. V: The learner creatively produces an e-portfolio of vocabulary illustrating the use of varied strategies. RC: The learner produces a Reading Log showing various entries like the choice of reading materials, the type of reading employed, etc. LIT: The learner creatively and proficiently performs in a choral reading of a chosen Afro-Asian poem. VIEW: The learner produces program portfolio that monitors his/her progress as a viewer (in terms of interest, preference, and reflections on individual viewing behaviours). W: The learner proficiently prepares a brochure on the dangers of smoking/drugs and other social issues and concerns. The learner writes a personal narrative. The learner creates a blog on the internet commenting on social/economic issues and concerns. GR: The learner effectively writes a personal narrative or informative text. The learner proficiently writes a description of a process. ST: The learner creatively writes an interesting Cultural Report.
  2. 2. Listening Comprehension Oral Fluency Vocabulary Enhancement Reading Comprehension Literature Viewing Comprehension Writing Grammar STUDY STRATEGIES  Recognize 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  Use 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  Dev elop 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  Adjust 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  Disco ver literature as a means of understanding the human being and the forces he/she to contend with • Discover through literature the symbiotic relationship between man and his environment and the need of the former to protect the latter • Demonstrat e a heightened sensitivity to the needs of others for a better understanding of man • Discover through literature the • Organiz e informati on extracte d from a program viewed • Compar e and contrast basic genres of program s viewed • Narrate events logically • Validate mental images of the informati on conveye d by a program viewed • Respon d to Accomplish 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 , advertis ements that relate to social events Uses: o varied adjecti ve compl ement ation o appropriat e idioms, collocation s, and fixed expressio n o coordinato rs o subordinat ors o other appropriat e devices for emphasis Formulates: o correct complex and compound- complex sentences o correct conditional statements o appropriate Gather data using library and electronic resources consisting of general references: atlas, periodical index, periodicals and internet sources/ other websites to locate information • Use periodic al index to locate informati on in periodic als • Gather data using the general referenc es: encyclop edia, dictionar y
  3. 3. • 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 and ambiguous sentences by deleting expansions to come up with kernel sentences surveying the text • Read closely to select appropriate details from a selection for specific purposes 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 question s raised in a program viewed parenthetic al expressions meaningf ul expanded sentence (following balance, parallelis m, and modificati on) Get and assess current information from newspaper and other print and non-print media CONTENT STANDARD: Quarter 2 LC: The learner demonstrates understanding on how employing projective listening strategies to descriptive and longer narrative audio texts, 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. OF: The learner demonstrates understanding of the various means on how figurative and academic language can be used in various communication settings. V: The learner demonstrates understanding of the strategies for coping with the unknown words and ambiguous sentence structures and discourse to arrive at meaning. RC: The learner demonstrates understanding of textual relationships using non-linear forms and graphics to obtain information from linear and non-linear texts. LIT: The 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. VIEW: The learner demonstrates understanding of the different text types and genres of programs viewed to effectively derive information and find meaning in them. W: The 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. GR: The 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. A: Express a different opinion without being difficult
  4. 4. ST: The learner demonstrates understanding of how proper citations of references and materials used establish the credibility of a report or a research paper. PERFORMANCE STANDARD: Quarter 2 LC: The learner creates an audio – video presentation highlighting the core message of a text listened to. OF: The learner joins actively in a panel discussion on a current issue or concern. V: The learner creatively prepares a comparative log of academic and figurative language reflected in documents with the same themes. RC: The learner proficiently uses advanced organizers/ illustrations showing textual relationships. LIT: The learner creatively compiles Afro-Asian literary pieces as accounts of experiential learning. VIEW: The learner effectively writes reactions to movies viewed. (movie review) The learner presents a review of a program viewed. W: The learner conducts an opinion poll, interprets, and presents the findings having a local-based or national issue as reference. GR: The learner composes a meaningful and grammatically correct composition. The learner writes a progress/ interim report of a program or advocacy ST: The learner produces research appendices following the correct citation entries and format Listening Comprehension Oral Fluency Vocabulary Enhancement Reading Comprehension Literature Viewing Comprehension Writing Grammar STUDY STRATEGIES  Employ appropria te listening skills when listening to descriptiv e and long narrative texts (e. g. making prediction s, noting the dramatic effect of sudden twists, etc.)  Ask for and give information, and express needs, opinions, feelings, and attitudes explicitly and implicitly in an informative talk • Formulate responses to questions noting the types of questions raised (yes- no, wh- questions, alternative, modals, embedded) 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 (prefix, roots, suffixes)  Evaluate 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  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 • Discern positive and negative message s conveyed by a program viewed • React appropria tely and provide suggestio ns based on an establish ed fact • Decode the  Use 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- Uses: o varied adjective compleme ntation o appropriate idioms, collocations, and fixed expression o coordinators o subordinator s other appropriate devices for emphasis • formulates: o correct complex Acknowledge citations by preparing the bibliography of the various sources used •Observe correct format in bibliographic al entries Use writing conventions to indicate acknowledgeme nt of sources
  5. 5. • Emplo y projective listening strategies with longer stories • Listen to determine conflicting information aired over the radio and television • Listen for clues to determine pictorial representati ons of what is talked about in a listening text • Make inquiries • Give information obtained from mass media: newspaper s, radio, television Highlight important points in an informative talk using multi-media resources 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 in content area texts  Tra nscode information from linear to non- linear texts and vice- versa  Ex plain illustrations from linear to non- linear texts and vice versa  Or ganize information illustrated in tables, graphs and maps 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 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 step words, phrasal and sentence outlines to organize ideas Transcode information from linear to non-linear texts and vice versa  Em ploy concept mapping (circle, bubble, linear, etc.) as aids in taking down notes and organizin g 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 and compound -complex sentences o correct conditiona l statement s o appropriat e parentheti cal expressio n meaningful expanded sentence (following balance, parallelism, and modification)
  6. 6. CONTENT STANDARD: Quarter 3 LC: The learner demonstrates understanding in validating information, opinions, or assumptions made by a speaker to arrive at sound decisions on critical issues. OF: The learner demonstrates understanding of using turn-taking strategies in extended conversations to effectively convey information. V: The learner demonstrates understanding of the strategies for coping with the unknown words and ambiguous sentence structures and discourse to arrive at meaning. RC: The learner demonstrates understanding of varied reading approaches to make sense and develop appreciation for the different text types. LIT: The learner demonstrates understanding of the different genres to heighten literary competence. VIEW: The learner demonstrates understanding of the various analytical and evaluative techniques employed in critical viewing. W: The 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. GR: The learner demonstrates understanding of how the use of Standard English conventions facilitates interaction and transaction. A: Give credence to well-though out ideas ST: The learner demonstrates understanding of how information gathering skills and data collection strategies ensure quality research PERFORMANCE STANDARD: Quarter 3 LC: The learner proficiently writes an editorial article concerning an issue raised by the speaker in a text listened to. OF: The learner proficiently conducts a formal, structured interview of a specific subject. V: The learner creatively produces a frequency word list. RC: The learner creatively produces a digital chart of various text types with clickable features. LIT: The learner produces a critical review of articles with the same themes but different genres. VIEW: The learner produces a reaction paper to a program viewed. W: The learner produces an e-journal of poetry & prose entries with emphasis on content and writing style. GR: The learner creatively produces a tourist guide brochure ST: The learner produces a clip report on the various sources of data collected Listening Comprehension Oral Fluency Vocabulary Enhancement Reading Comprehension Literature Viewing Comprehension Writing Grammar STUDY STRATEGIES  Determin e the persons being addressed in an informative talk, the objective/s of the speaker and his/her attitude on the issues  Use appropriate turn- taking strategies (topic nomination, topic development, topic shift, turn- getting, etc.) in extended conversations  D evelop strategies for coping with unknown words and ambiguous sentence structures and discourse o Identify the  Utilize varied reading strategies to process information in a text • Recognize the propaganda strategies used  Discover Philippine and Afro Asian literature as a means of expanding experiences and outlook and enhancing worthwhile • Anal yze the elements that make up reality and fantasy from a program viewed  Use specific cohesive and literary devices to construct integrative literary and expository reviews, critiques, Uses: o varied adjective complementa tion o appropriate idioms, collocations, and fixed expression Derive information from various text types and sources using the card catalog, vertical file, index, microfiche
  7. 7.  Use attentive listening strategies with informative texts • Note clues and links to show the speaker’s stand and assumptions • Liste n for clues and links to show the speaker’s train of thoughts  Determin e the stand of the speaker on a given issue  Listen to get the different sides of social, moral, and economic issues affecting a community.  Interv iew persons to get opinions about certain issues  Resp ond 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 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. 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 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 • Com pare and contrast one’s own television- viewing behavior with other viewers’ viewing behavior Organize an independen t and systematic approach in critiquing various reading or viewing selection research reports, and scripts for broadcast communication texts, including screenplays • Produce different text types and sub-types  Expand ideas in well- constructe d paragraph s observing cohesion, coherence and appropriat e modes of paragraph developme nt • Give and respond to feedback on one’s paper in the revision process  Use grammatical structure and o coordinators o subordinators other appropriate devices for emphasis • formulates: ocorrect complex and compound- complex sentences ocorrect conditional statements oappropriate parenthetical expressions meaningful expanded sentence (following balance, parallelism, and modification) (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 details
  8. 8. statements as they unfold and consider the data that might confirm/disconfi rm hypothesis  Examine for bias  Determine the validity and adequacy of proof statements to support assertions  React critically to the devices employed by a writer to achieve his/her purpose 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 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
  9. 9. 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. CONTENT STANDARD: Quarter 4 LC: 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. OF: The learner demonstrates understanding of speech functions and forms as indicators of meaning. V: The learner demonstrates understanding of the strategies for coping with the unknown words and ambiguous sentence structures and discourse to arrive at meaning. RC: The learner demonstrates understanding of how to abstract information presented in different text types and to note explicit and implicit signals used by the writer. LIT: The learner demonstrates understanding of how literature mirrors the realities of life and depicts human aspirations. VIEW: The learner demonstrates understanding of how viewing conventions affect the way viewers grasp, interpret, and evaluate the meaning of a program viewed. W: The 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. GR: The learner demonstrates understanding of the set of structural rules that govern various communication situations. A: Set new goals for learning on the basis of self- assessment made ST: The learner demonstrates understanding of how the employment of study strategies coupled with research skills lead to a well-written paper. PERFORMANCE STANDARD: Quarter 4 LC: The learner creatively renders a choric interpretation of a text listened to. OF: The learner competently delivers an informative speech using multi-media resources to highlight important points. V: The learner proficiently produces a glossary of words related to specific disciplines. RC: The learner prepares an abstract of a text read. LIT: The learner produces an e-literary folio which captures significant human experiences. VIEW: The learner puts up a model television production incorporating viewing conventions. W: The learner makes a write-up of an interview. GR: The learner innovatively presents an Ad promoting a government bill or a city ordinance.
  10. 10. ST: The learner produces a research paper based on school/ community problem. Listening Comprehension Oral Fluency Vocabulary Enhancement Reading Comprehension Literature Viewing Comprehension Writing Grammar STUDY STRATEGIES
  11. 11.  Process 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.  Li sten to appreciate the tune and the narrative structure of ballads  Arrive at a consensus on community issues by assessing statements made  React to information obtained from talks • 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  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 (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  Utilize 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 Point out the role of literature in enabling one to grow in personhood • Discri minate 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 weaknesses • Reco gnize the principles of lay outing in viewing a material • Expl ore how colors appeal to viewer’s emotions • Identi fy basic camera angles • Asce rtain how balance created by symmetry affects visual response to a program viewed Differentiate between vantage points and viewing • 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) Uses: o varied adjective complement ation o appropriate idioms, collocations, and fixed expression o coordinators o subordinator s other appropriate devices for emphasis • formulates: o correct complex and compound- complex sentences o correct conditional statements o appropriate parenthetical expressions meaningful expanded sentence (following balance, parallelism, and modification) • 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.
  12. 12. Listen to appreciate harmony, unison, and rhythm in choric interpretations. • 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. when summarizing materials read • Write reactions to books read  Show respect for intellectual property rights by acknowledgin g citations made • Acknowled ge citations by indicating in a bibliography sources used • Use writing conventions to indicate acknowledgeme nt 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. giocosovivace

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