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Calvary Christian Academy

Curriculum Map in English 7

First Quarter Academic Year 2018-2019
Content Standard The learner demonstrates understanding of: pre-colonial Philippine literature as a means of connecting to
the past; various reading styles; ways of determining word meaning; the sounds of English and the
prosodic features of speech; and correct subject-verb agreement.
Performance standard The learner transfers learning by: showing appreciation for the literature of the past; comprehending
texts using appropriate reading styles; participating in conversations using appropriate context-
dependent expressions; producing English sounds correctly and using the prosodic features of speech
effectively in various situations; and observing correct subject-verb agreement.
Time Topics / Content Learning Teaching / Materials Assessment Intended Learning Institutional Core
Frame Competencies Learning Activities Modalities (BLOOMS) Values
Unit I: Appreciating At the end of this 1. Teaching Activities Prepare the  Determine that Trait: Obedience
Traditional Culture part the students 1.1. Reading for following  Oral Exercises traditional Definition:
Through Folk should be able meaning. English in Filipino myths Quickly, cheerfully
2. Learning Activities
Literature 1: to: Perspective 7  Written reflect the values carrying out wise
1. compare 2.1. Pre-reading – work text
Lesson 1: Exercises and traditions of direction of those
Introduce the
1. The Creation (An different kinds Library our Filipino who are responsible
lesson briefly by
Igorot Myth) of folk telling the resources/book  Enrichment forefathers. for me.
2. Malakas at literature students that they s on Filipino Exercises  Narrative Goals:
Maganda (Myth 2. apply the SQ3 will be learning folk literature exemplifies the o Obey your
of the First Man strategy for about ancient Computer with early literature of authorities
Week 1 and Woman) effective literature, which internet Filipinos. immediately.
3. Plot, Setting, and reading myths, fables, connection  Identify how to o Have a cheerful
Narrative 3. identify and legends, poems, LCD projector become an attitude.
4. Nouns as use nouns and songs, epics, and Flash cards effective reader. o Complete all that
Building Blocks noun
2.2. During Reading –
with names or  Nouns serve as you are expected
of Sentences determiners nouns taken building blocks to do.
Ask the students
correctly from the myths in language. o Do not complain.
to read the myths
4. note and have them o Go the “extra
information refer to the guide mile.”
from a questions in the
program text as they read
viewed the selections.
5. make a list 2.3. Post Reading –
using nouns Discuss the
and noun myths by
determiners answering the
questions in
literature activity
on page 8.
2.4. Presentation –
Discuss the parts
of speech.
2.5. Practice – Have
the students
answer the
grammar practice
Unit I: Appreciating At the end of this 3. Teaching Activities Prepare the  Oral Exercises Trait: Faith
Traditional Culture part the students 3.1. Oral Language following Definition:
Through Folk should be able and Fluency English in  Written  Analyze that Confidence that
Literature 1: to: 4. Learning Activities Perspective 7 Exercises fables tell about actions rooted in
1. Identify the 4.1. Asks students to work text the beliefs and good character will
Lesson 2:
recall a fable they values of our
elements of a
learned when
Library  Enrichment yield the best
5. The Tortoise narrative: resources/book forefathers. outcome, when I
they were Exercises
Week 2 and the conflict, s on Filipino  Identify key cannot see how.
younger. Tell
Monkey climax, and them to share this fables points to Goals:
6. The Dog and theme with class. Pictures of a remember in o Expect the best.
The Lion 2. Determine the 4.2. Ask the students monkey and a speaking clearly o Make right
7. The Monkey plot of a story read the fables. tortoise and getting choices based on
and the 3. Compare 4.3. Divide the Illustration meaning across principles of
Crocodile information students into board/cardboar to the listeners. character rather
8. Conflict, gathered small groups. d  Express ideas in than whims of
4. Identify the Lead them in Power point sentences circumstances.
Climax, and
answering the effectively.
Theme parts of a Computer with o Believe the truth
9. The Parts of a sentence questions in internet and reject a lie.
Sentence 5. Construct literature activity. connection o Do not take
sentences 4.4. Have them watch Art materials things for
correctly a video granted.
adaptation of the o sTrust those
table. who have
4.5. Let the students proven
refer to strategy character.
4.6. Point out how the
letter is a good
example of well-
written sentences.
5. Teaching Activities Prepare the  Oral Exercises Trait: Discretion
Unit I: Appreciating At the end of this 5.1. Diphthongs, following Definition:
Traditional Culture part the students Modified English in  Written  Relate the Recognizing and
Through Folk should be able Vowels, and Perspective 7 Exercises challenges of avoiding words,
Vowel Digraphs work text the characters in actions and
Literature 1: to:
6. Learning Activities text in real life. attitudes that could
Lesson 3: 1. describe the Pictures of  Enrichment
6.1. Ask students to  Identify the
different pair up and sampaguita, Exercises bring
Week 3 10. Legend of the literary genres Mt. Makiling, elements of UNDESIRABLE
answer the
Sampaguita during the activity in and a stone narratives that consequences.
11. The Boy Who precolonial perceive ideas Handouts of the lead to the Goals:
Became a period on page 20. story “The theme of o Ask Questions.
Stone 2. explain the 6.2. Ask the students Stonecutter” Filipino folk o Do not judge
12. Maria characteristics to recall the Strip of paper literature. hastily.
Makiling of fables, legends they  Enumerate the o Learn from
13. Characterizati legends, and have read or basic rules for experience.
myths heard about. using pronouns o Do not repeat
on as the
6.3. Ask the students
Writer’s Tools 3. determine the read the legends.
in sentences. mistakes.
14. Pronouns and element of 6.4. After reading o Trace problems
Pronouns characterization the selection, to their causes.
Antecedent 4. sequence events ask the students
5. compare to answer
folktales from comprehension
two different questions about
sources each legend.
6. listen to 6.5. Analyze the
important sentence and
points signaled identify the
pronouns found
by shifts and it.
intonation 6.6. Let the students
7. identify the demonstrate
pronouns and their oral
antecedents of fluency skills by
a sentence portraying a
8. rewrite a news legend they have
article chosen as a
Unit I: Appreciating At the end of this 7. Teaching Activities Prepare the  Oral Exercises Trait: Truthfulness
Traditional Culture part the students 7.1. Listening for following  Explain that Definition: Earning
Through Folk should be able Expressions English in  Written ancient riddles, future by accurately
Literature 1: to: 8. Learning Activities Perspective 7 proverbs, and reporting past facts
1. identify the 8.1. Ask students to work text
Lesson 4: poems express Goals
trace the period
when Spanish
Library  Enrichment the richness of o Clear
15. Mi Ultimo features of colonizers came resources/book Exercises pre-colonial and conscience -
Week 4 Adios proverbs, s on Filipino Spanish
to the Deception
16. Traditional myths, and Philippines, as folk literature  Chapter Test 1 colonial culture. results in guilt,
Poems legends they had learned Cartolina  Knows that with its
17. Verbs and in their Social intonation and physical,
Subject-Verb information Studies class. stress express emotional,
Agreement from two 8.2. As assigned, in emotions in mental, and
different pairs, ask spoken
students to share
sources language. consequences.
with the class
3.explain poetic
the riddles that  Explain that Truthfulness
devices and rules of subject- produces
they had found
how these in the library or verb agreement boldness and
contribute to the online. is important in confidence.
theme 8.3. Review the getting meaning o Trust -
4.recognize the basic rules of across. Truthfulness is
use of verbs and subject-verb the foundation
the basic rules agreement. of integrity and
of subject-verb 8.4. Practice
evokes trust
agreement applying the
rules of subject- from others.
5.write a story
6.recognize verb agreement
by asking them
prosodic to answer
features: Grammar
volume, Practice 1 on
projection, page 103.
pitch, stress,
and intonation
as carriers of
Unit I: Appreciating At the end of this 9. Teaching Activities Prepare the  Oral Exercises Trait: Joyfulness
Traditional Culture part the students 9.1. Comparison following Definition:
Through Folk should be able Clues English in   Know songs Maintaining good
Literature 1: to: 10. Learning Perspective 7 and music attitude, even with
7. identify poetic Activities work text embody the unpleasant
Lesson 5:
10.1. Play a Filipino traditions and
song that is
Music player  Enrichment conditions
18. Songs (personificatio Pictures/videos culture of our
popular at this Exercises Goals:
Week 5 19. Poetic Devices n, repetition, of tribal Filipino
time. Ask forefathers. o Look for good
20. Subject-Verb rhyme, sound, students what communities in all things.
Agreement: and refrain) Computer/LCD  Subject- Verb
their favorite o Smile at
Intervening 8. explain poetic Filipino song is. Projector Agreement is
important in adversity.
Phrases and devices and Let them say Strips of paper o Do not give in to
Inverted how they what they like communicating
one’s ideas discouragement.
Sentences contribute to about the sing
they have just more o Do not allow
the theme emotions to rule
9. identify the listened to. effectively.
10.2. Lead the your mind.
genre of an o Take time out of
students to read
online aloud the folk every day to
program songs in Peruse laugh and sing.
viewed and Read on
10. apply the pages 47 to 51.
rules of 10.3. Have students
subject-verb recall the basic
agreement in rules of subject-
sentences with verb agreement
intervening learned in the
phrases and previous lesson.
10.4. Conclude the
in inverted lesson in
sentences grammar by
11. summarize a drawing from
story students why the
12. used the rules of subject-
correct stress verb agreement
when reading are very
syllables and important in
sentences one’s ideas
Unit I: Appreciating At the end of this 11. Teaching Prepare the  Oral Exercises Trait: Diligence
Traditional Culture part the students Activities following Definition:
Through Folk should be able 11.1. Signal Words English in  Written  Explain that Investing my time
Literature 1: to: for Casual Perspective 7 Exercises epics depict the and energy to
13. express what Relationships. work text gallant history complete each task
Lesson 6:
12. Learning of our
epics are as Dictionary/thes  Enrichment assigned to me.
Activities forefathers.
21. Indarapatra and precolonial 12.1. Study the aurus Exercises Goals:
Week 6 Sulayman literature Library  Enumerate
following words o Direction -
22. Retelling sequence taken from the resources/book basic rules of
Diligent people
Heroe’s Stories events text. s on Filipino writing using
have vision for
23. Transitive and 14. determine the 12.2. Answer the folk literature transitive and
their lives; they
Intransitive use of following Pictures/illustra intransitive
use every
Verbs characterizati questions based tions of local verbs.
on as a on the selection. epics
12.3. Write the
moment and
literary device Board opportunity to
15. use transitive sequence of paper/blank
events in the accomplish
and index cards goals.
epic Indarapatra
intransitive and Sulayman in Coloring o Promotion - A
verbs the graphic materials person who is
correctly organizer. diligent with his
16. identify words 12.4. Use each of the or her skills and
with casual following verbs talents will not
relationships in two lack
17. write a recipe sentences.
using verbs 12.5. Underline the
object noun/s in
and sought-after
correctly positions.
the sentence and
tell if it is direct
or indirect
Unit I: Appreciating At the end of this 13. Teaching Prepare the  Oral Exercises Trait: Gratefulness
Traditional Culture part the students Activities following Definition: Letting
Through Folk should be able 13.1. Ask the English in  Written  Show that a others know by my
Literature 1: to: motive question: Perspective 7 Exercises sense of family words and actions
Lesson 7: 18. determine the Who is the bravest work text pride and honor how they have
elements of character in the Library  Enrichment are depicted in benefited my life.
24. The Adarna drama as epic The Adarna resources/b Exercises literature of the Goals:
Week 7 Bird literature Bird ooks on past. o Show your
13.2. Check
25. Characters 19. make Filipino  Identify the parents and
and Setting in inferences folk archaeological teachers that you
comprehension of
Drama about the the text by letting literature past of the appreciate them.
26. Different elements of a them answer some Illustrations ancient Filipino o Write “thank
Kinds of drama of the guide of the long before the you” notes.
Sentences 20. retell a questions given characters of Spanish colonial o Take care of
Filipino epic through text. Ibong times. your things.
thru a 13.3. Ask students Adarna o Be content with
Reader’s to view the exhibit Construction what you have.
Theatre of their research on board/cartolina o Count your
21. organize the Filipino’s Coloring/ar benefits rather
information archaeological past. t materials than your
13.4. Let students
conveyed by burdens.
study the sentences
the program presented in
viewed grammar point.
22. create a story 14. Learning
from a Activities
picture 14.1. Analyze the
23. use context dramatic elements
clues to that were used in
derive this play.
meaning 14.2. Compare the
24. identify three brothers in
epic using venn
different diagram.
kinds of 14.3. Identify the
sentences kind of sentence.
14.4. Write two
sentences about
the epic.
Unit I: Appreciating At the end of this 15. Teaching Prepare the  Oral Exercises
Traditional Culture part the students Activities following
15.1. Show pictures of  Depict Rizal’s
Through Folk should be able precolonial English in  Written memoir the Trait:
Literature 1: to: Filipinos and the Perspective Exercises culture and Dependability
Lesson 8: 25. determine the Spanish colonial 7 work text family life of Definition:
text structure Pictures of  Enrichment Filipinos during Fulfilling what I
of essays 15.2. Let the students precolonial this period in consented to do,
27. My Home Exercises
reflect on the
28. Essays 26. note sensory Filipinos Philippine even if it means
memoir of
details Rizal. and the  Chapter Test 2 history. unexpected
27. express 15.3. Show a series of Spanish  Differentiates sacrifice.
Week 8 appreciation audio and video colonial the essay as a Goals:
for sensory clips of popular times literary genre o Keep your word
images used radio and Picture’s of from narratives o Be careful what
28. raise and television Rizal’s and poetry. you promise.
answer commercials, family and  Effective o Correct your
questions respectively. home English
15.4. Let the students
about a Library speakers o Pull your share
program come up with resources
questions communicate in of the load.
viewed on Rizal’s everyday o Do not have a
regarding the
29. use idiomatic programs life language. bad attitude.
expressions viewed or heard.
and Let them
colloquialism evaluate
s in everyday whether the
situations message given is
30. analyze truthful or not.
messages 16. Learning
from a print Activities
advertisemen 16.1. Read the
t memoir by Jose
Rizal of his own
16.2. Figure out the
meaning of the
words by
looking for
contrast clues.
16.3. Complete the
setting web
below with
phrases and
words that Rizal
used to describe
his home.
16.4. Rearrange the
16.5. Fill in a
descriptive web
about My
Unit I: Appreciating At the end of this 17. Teaching Prepare the  Oral Exercises  Becoming Trait: Wisdom
Traditional Culture part the students Activities following: an effective Definition: Making
Through Folk should be able 17.1 Draw a  Written practical applications
writer and
Literature 1: to: graphic organizer, English in of truth in daily
Exercises story teller.
31. determine the such as the one Perspective 7 decisions
Lesson 9:
shown. Goals:
29. The Paragraph text structure 17.2 Review to the
work  Enrichment
of essays Strips of o Listen to your
students the basic Exercises
32. recognize the cartolina parents and
parts of paragraph. teachers.
features and 17. 3 Ask the Graphic
Week 9 o Learn from
types of students to begin organizer correction.
paragraph writing their draft Construction/ o Choose your
33. write a descriptive essay oslo paper friends carefully.
descriptive about their Drawing o Remember there
paragraphs experiences and materials are consequences
their own home. to all your
o Ask, “What is the
right thing to do?”