GRADE 8: ECAS THROUGH ANGLO-AMERICAN AND PHILIPPINE LITERATURES – CURRICULUM MAP

The student demonstrates communicative competence through his/her understanding of literature and other texts types
PROGRAM STANDARD
for a deeper appreciation of Philippine Culture and those of other countries.
The student demonstrates communicative competence through his/her understanding of Philippine literature and other
GRADE LEVEL STANDARD
text types for words for a deeper appreciation of Philippine culture.
The students demonstrates understanding of Southeast Asian literature as mirror to a shared heritage; coping strategies
CONTENT STANDARD in processing textual information; strategies in examining features of a listening and viewing material; structural analysis
of word and propaganda techniques; and grammatical signal for opinion–making persuasions and emphasis.
The student transfer learning by composing and delivering a persuasive speech based on an informative essay featuring
PERFORMANCE STANDARD use of properly acknowledged information sources, grammatical signal for opinion–making persuasions and emphasis,
and appropriate prosodic features, stance, and behavior.

UNIT NUMBER 1
UNIT TITLE Exploring the Works of Chinese and Japanese Writers
NUMBER OF DAYS 42
CORE
UNDERSTANDINGS
TOPICS COMPETENCIES ASSESSMENTS ACTIVITIES VALUES INTEGRATION
AND CORE
QUESTIONS
9 days Students will G1. Reading difficult Formative G1. A. Sharing ideas Respecting other races
understand that: pairs of word correctly  Oral and Written about races of people.
 Reading difficult (ECAS8 OL-IV-a-26) exercises G1. B. Studying pictures
words pairs 1. Being dark or pale  Pair work of famous dark-skinned
 Expanding does not guarantee H1. More and expanding  Lecture people.
sentences through goodness. Instead, sentences through G1. C. Reading “Africa”
modification ones character modification (EN8G-IVe- Summative G1. D. Answering
 Different types of determine this. 15/EN10G-IIIe-30)  Unit test questions about the
argumentation 2. Muslim are admirable  Performance task selection.
for their religiously, G2. Recognizing different G1. E. Reading difficult
Lesson 1 “Africa: the dark willingness to sacrifice, types of argumentation pairs of words.
continent,” and nationalism. (ECAS8 OL-IV-a- H1. A. Combining
Worktext pages 332-341 3. Bravery allows us to 27/EN70LIII-e-3) sentences using
overcome challenges participial modifiers.
and live a life that is not H1. B. Evaluating and
envelope by fear and revising a paragraph.
worry.
 CORE
UNDERSTANDINGS
TOPICS COMPETENCIES ASSESSMENTS ACTIVITIES VALUES INTEGRATION
AND CORE
QUESTIONS
4.Wrongfully accused G2. A. Working with the
Resources people will always be partner and addressing
 Worktext redeemed in the form of situations.
 Learning Guide vindication from others. G2. B. Giving lecture on
The truth will come out in different types of
the end. argumentation.
G2 C. Classifying types
The students will keep of argumentation.
considering the following H1. A. Reading “the
questions: Arabian Empire in north
America”
1. If a person is dark, H1. B. answering
does it mean that questions about the
he or she is less selection.
good than those H1. C. Reading “A
who are fair- Moorish Banquet” and
skinned? “Moorish Marriage
2. What are among Customs.
the admirable H1. D. Working with
traits of the partner and identifying
muslim? the meaning of words.
3. What is the H1. E. Reading
importance of sentences observing
bravery? syllable stress.
4. If innocent people H1. F. Expanding
are wrongfully sentences with adjectival
accused, will they be clauses.
hopeless? F1. A. Reading letters.
 CORE
UNDERSTANDINGS
TOPICS COMPETENCIES
AND CORE
QUESTIONS
16 days H1. Expanding Formative
sentences by adding
 Sentence and adjectival clause
expansion modifiers (EN8-IVe-15/
 Social and EN10G-IIIe-30)
business letters
 Preparing for a job F1. Writing social
interview business letters
(EN7WC-III-i-2.2.15/
Lesson 2 “The Arab ECAS8 WC-IV-b-28)
World in Africa,” Summative
Worktext pages 342-366 G1Preparing for a job
interview (ECAS8 OL-
Resources IV-b-29)
 Worktext
 Learning Guide A1. Fantasy versus
reality shows (EN7RC-III-
h-2.13)
B1. Listening to
campaign speeches
(EN8LC-II-Ib-
8.2/EN8LC-IIIi-7.4)
H1. More on expanding
sentences through
modification (En8G- IVe-
15/EN10G-IIIe-30)
F1. Writing creatively
(EN8WC-IIe-2.2)
ASSESSMENTS ACTIVITIES VALUES INTEGRATION
F1. B. Formatting a  Resecting people
 Oral and written heading, complementary who have different
exercise close, and signature. religious beliefs.
 Pair work F1. C. Addressing
 Address envelopes.  Respecting the
envelopes F1. D. Writing social practice of
 Letters letters. different religious.
 Personal data G1. A. Reading “the
sheet leopard”
G1. B. Preparing a  Demonstrating
personal data sheet. bravery.
 Unit test G1. C. Writing business
 Performance Task letter.  Being just.
A1. A. Enumerating facts
about Egypt.
A1. B. Reading about  Appreciate ones
Egypt. surroundings.
A1. C. answering
question about the
selection.
A1. D. Reading “ the Two
Brothers”
A1. E. Working groups
and answering
questions.
A1. F. Watching a
fantasy and reality
movie.
 CORE
UNDERSTANDINGS
TOPICS COMPETENCIES ASSESSMENTS ACTIVITIES VALUES INTEGRATION
AND CORE
QUESTIONS
17 days Formative A1. G. Different fantasy
 Distinction  Group activities and reality by completing
between fantasy  Oral and written a chart.
and reality in exercises B1. A. Listening to
shows.  Chart campaign via a You
 Campaign  Composition Tube.
speeches. B1. B. Analysing
 Sentences Summative arguments.
expansion  Unit test H1. A. Expanding
 Creative writing  Performance Task sentences by adding
words modifiers.
Lesson 3 “Egypt: The gift H1. B. Completing
of the Nile,” sentences with adverb
Worktext Pages 367-380 clause modifiers.
F1. A. Reading “ I Am a
Plate of Rice”
F1. B. writing an
imaginative composition.
Resources F1. C. Describing things
 Worktext vividly.
 Learning Guide F1. D. Observing people,
object, and events.