The document is a curriculum map for an English class at Saint Catherine of Siena Academy of Samal for the second quarter of the 2023-2024 school year. It outlines 6 units of study, their learning competencies, lessons, hours of instruction, and assessments. The units cover identifying elements of arguments, formulating statements, analyzing claims in texts, writing expositions, delivering speeches, and composing multimodal texts. A performance task requires students to participate in a debate about economic issues. The curriculum map provides the framework to guide students in developing their English skills over the quarter through different lessons and assessments.

1. CURRICULUM MAP | SY 2023-2024
SAINT CATHERINE OF SIENA ACADEMY OF SAMAL, INC.
Poblacion, Samal, Bataan
email: scsa.of.samal@gmail.com | fb page: Saint Catherine of Siena Academy of Samal, Inc.
contact number: (047) 633 0572 | 09760531954
CURRICULUM MAP
UNIT TOPIC
CONTENT
CONTENT
STANDARD
PERFORMANCE
STANDARD
TRANSFER
GOAL
LEARNING
COMPETENCIES
ASSESSMENT ACTIVITIES RESOURCES
VMGO
ALIGNMENT
EXPECTED
DATE OF
DELIVERY
Argumentative
Speech
The learner
demonstrates
an
understanding
of how world
literature and
other text
types serve as
ways of
expressing and
resolving
personal
conflicts, also
how to use
strategies in
linking textual
information,
repairing, and
enhancing
communication
in public
speaking,
emphasis
markers in
The learner
proficiently
delivers an
argumentative
speech
emphasizing how
to resolve
conflicts among
individual groups.
The learner
will be able to
utilize his
knowledge
and
understanding
of mortgage
planning and
choosing the
right
mortgage
strategies in
order to
persuade a
client.
1. Identify
structural
elements of an
argument.
EN10WC-IIa13.1
1. Essay 1.
a) Read and
React
b) Book
Activity
1.
a) English10 Mod. 2: Key
structural elements
and features of an
argumentative
text_v2.pdf
1.
a) Academic
excellence
1. October
16 – 20,
2023
2. Formulate a
statement of
opinion or
assertion.
2. Essay 2.
a) Read and
React
b) Book
Activity
c) Graphic
Organizers
2.
a) DepEd English10 Q2
Mod3: Formulating A
Statement of Opinion
or Assertion
b) Language in Literature
Book p. 65-69
2.
a) Academic
excellence
2. October
23 – 27,
2023
3. Identify and
formulate claims
explicitly and
implicitly made in
a written text
 Claim of
Fact
 Claim of
Policy
 Claim of
Value
3. Essay 3.
a) Graphic
organizer
b) Venn
Diagrams
c) Text
Analysis
3.
a) Language in Literature
Book p. 191-195, 220-
225, 253-259
3.
a) Academic
excellence
3. October
31 –
November
03, 2023
November
06 – 10,
2023
VISION
By 2028, SCSA of Samal, Inc. - a center for basic Catholic education in Samal (and nearby
towns), in collaboration with the Church and key stakeholders towards a transformed society
with engaged citizens, academically competent, actively responsive to serve, resilient,
committed and empowered community and church members.
MISSION
Provision of a holistic educational learning and formation anchored on Christian faith through
innovative and transformative Catholic education.
Department: JUNIOR HIGH SCHOOL School Year: 2023 – 2024
Learning Area: ENGLISH Quarter: SECOND
Grade Level & Section: GRADE 10 – ALL SECTIONS

2. CURRICULUM MAP | SY 2023-2024
persuasive
texts, different
forms of
modals,
reflexive and
intensive
pronouns.
4. Write an
exposition or
discussion on a
familiar issue to
include key
structural
elements and
language
features.
4. Essay 4.
a) Read and
React
b) Book
Activity
c) Graphic
Organizers
4.
a) MyEnglishPages.com
b) LDC Text Structure
Guide
c) Elements of
Expository
Text.pls.web.com
4.
a) Academic
excellence
4.
November
13 – 17,
2023
5. Deliver a
prepared or
impromptu talk on
an issue
employing the
techniques in
public speaking.
5. Public
Speaking
5.
a) To speak
or not to
speak
b) Essay
c) KWL Chart
5.
a) Language in Literature
Book p. 19, 54, 83,
5.
a) Academic
excellence
5.
November
20 – 24,
2023
November
28 –
December
01, 2023
December
11 – 15,
2023
6. Compose texts
which include
multimodal
elements
6. Comic strip 6.
a) Graphic
Organizer
b) Worksheets
6.
a) DepEd English Quarter
2: Module 7:
Composing Multimodal
Texts
6.
a) Academic
excellence
6.
December
04 – 08,
2023
PERFORMANCE TASK
CONTENT STANDARD: The learner demonstrates an understanding of how world literature and other text types serve as ways of expressing and resolving personal conflicts, also how to use
strategies in linking textual information, repairing, and enhancing communication in public speaking, emphasis markers in persuasive texts, different forms of modals, reflexive and intensive pronouns.
PERFORMANCE STANDARD: The learner composes a short but powerful persuasive text using a variety of persuasive techniques and devices.
TRANSFER TASK: Ang debate ay isang estrukturang pagtatalo na kung saan ang dalawang pangkat ay naglalahad ng magkasalungat na ideya o pangangatwiran ukol sa isyung pang
ekonomiya.
GOAL: Ikaw ay inaasahang nakapaglalahad ng argumento ukol sa mga isyung pang ekonomiya base sa mga datos na nakalap.
ROLE: Economic Advocate
AUDIENCE: Mag-aaral at guro.
SITUATION:
Bilang isang Economic advocate nais mong maimulat ang mga kabataan sa mga isyung pang-ekonomiya kung kaya’y kayo ay nagsagawa ng isang debate upang maglahad
ng argumento ukol sa mga nararanasang suliranin/isyung pang ekonomiya. Ito ay naglalayong maimulat ang mga kabataan kung paano mapaunlad ang kakayahan ng bawat
isa sa matalinong pagpapasya na nakakaapekto sa kanilang pamumuhay.

3. CURRICULUM MAP | SY 2023-2024
PRODUCT: Debate
STANDARD: Content, Delivery, Participation, and Engagement
TARGET COST Php 0.00
RUBRIC
Criteria (Developing) (Approaching Proficient) (Proficient) (Advanced)
Content
 The script is poorly written
with multiple grammatical
errors.
 The arguments are
incoherent towards the main
topic. Some information tends
to segue from each
argument.
 The debaters fail to support
their claims with accurate and
reliable information about the
different economic issues.
 Majority of the arguments are
supported with accurate
information although some
have questionable
standpoints about the
different economic issues.
 Some additional ideas are
somewhat incoherent to the
main topic of the debate.
 There are more than 5
grammatical errors
 The arguments are supported
with accurate and reliable
information about the different
economic issues.
 Data is cited properly.
 Supporting ideas stick to the
economic issue providing
relevant arguments that
support the claim.
 The script is well written with
no grammatical errors found.
 Computations are accurate and
supported with correct and
detailed interpretation. The
arguments are effectively
supported with accurate and
reliable information about the
different economic issues.
 Data is cited properly.
 Supporting ideas effectively sticks
to the economic issue providing
further relevant arguments that
support the claim.
 The script is exceptional, no
grammatical errors or logical
fallacies were found.
Delivery
 Debater’s voice is shaky and
inaudible.
 Majority of the members use
inappropriate vocabulary
expressions in conveying
arguments.
 Majority of the debaters are
agitated and pressed when
presented with deep
counterarguments.
 Debater’s voice is inaudible,
fast, and unconvincing.
 Some debaters are
disrespectful using
derogatory language and
counterarguments that attack
the opponent’s personal life.
 Articulates the main point
properly.
 Debater’s voice is modulated.
 The debaters are composed
and maintain a respectful
tone towards each other.
Considers courteous
counterarguments without
personal attacks.
 Articulates the main point
effectively.
 The debater’s voice is well-
modulated and persuasive.
 The debaters are well-composed
and establish a respectful and
courteous tone throughout the
debate avoiding personal and
derogatory language.
 The debaters address opposing
viewpoints effectively.
Participation and
Engagement
The majority of the debaters are
unprepared. Lack of engagement and
cooperation can be found between
members.
Only some of the debaters engage in
the discussion effectively. Other
members are left out during
arguments and cannot respond
effectively.
The debaters engage in the
discussion, offering logical ideas,
asking relevant questions and
argumentatively responding to other
debater’s points.
The debaters consistently engage in the
discussion, actively offering
comprehensive and logical ideas, asking
relevant questions and argumentatively
responding to other debater's points.
Expectations are met = proficient.
Advanced will be given = innovation

4. CURRICULUM MAP | SY 2023-2024
* CONCEPT MATRIX IN ENGLISH 10 FOR THE SECOND QUARTER
LEARNING COMPETENCIES
INTENDED LEARNING OUTCOME/S
(3H’s)
TOPICAL LESSONS
NUMBER OF TEACHING
HOURS
1. Identify structural elements of an argument.
EN10WC-IIa13.1
1. I can identify the types and elements of an
argument through a graphic organizer.
2. I can explain the functions of the different
elements of an argument through an activity called
“read and react.”
 Structural Elements of an Argument
 Types of Arguments 4
2. Formulate a statement of opinion or
assertion.
1. I can differentiate the difference between fact,
opinion, or assertion through book activities and
graphic organizers.
2. I can formulate a statement of opinion or
assertion of a certain issue by writing an essay
 Statement of Fact or Opinion
4
3. Identify and formulate claims explicitly and
implicitly made in a written text
 Claim of Fact
 Claim of Policy
 Claim of Value
1. I can identify and explain the different types of
claims through a graphic organizer.
2. I can formulate different types of claims
explicitly and implicitly through an essay.
3. I can realize the significance of the different
types of claims in dealing with issues in society
through text analysis.
 Explicit and Implicit Claims in a Text
 Types of Claims
- Claim of fact
- Claim of Policy
- Claim of Value
8
4. Write an exposition or discussion on a familiar
issue to include key structural elements and
language features.
1. I can identify the different structural elements
and language features of a text through a graphic
organizer.
2. I can write an exposition or discussion on a
familiar issue in society through an essay.
 Structural Elements of an Expository Text
 Language Features of an Expository Text
 Writing an Expository Text
4
5. Deliver a prepared or impromptu talk on an
issue employing the techniques in public
speaking.
1. I can classify the different techniques in public
speaking through a KWL chart.
2. I can deliver an impromptu talk on an issue
employing the techniques of public speaking.
3. I can realize the importance of public speaking
in enhancing communication skills and self-
confidence through essay writing.
 Public Speaking
- Types
- Elements
b) Understanding the Ethics of Public
Speaking
12
6. Compose texts which include multimodal
elements
1. I can identify and explain the different elements
of multimodal texts through a graphic organizer.
2. I can create a comic strip that includes
multimodal elements.
 Multimodal Texts
- Elements
- Types
4

5. CURRICULUM MAP | SY 2023-2024
3. I can appreciate the importance of integrating
multimodal elements in a text through a comic
strip.
- Functions
TOTAL HOURS 32 hours
* REFERENCES:
Language in Literature (World Literature)
Copyright 2020, Vibal Group, Inc.
Michael Ian Benedict Estipona, et al.
Prepared by: Checked by:
Ms. LISLIE M. ORAY Mr. ALDRIN S. DELA CRUZ
Contact Number : 09755325064 School Principal
Email Address : oraylislie02@gmail.com
Consultation Hours : Monday to Friday | 4:00 – 5:00 pm
* GRADING SYSTEM
Written Work 30%
Performance Task 25%
Quarterly Assessment 20%
Mass Attendance 5%
Class Attendance 5%
Character 5%
Total 100%