University of Southern Philippines Foundation

Mabini Campus
Cebu City

Curriculum Map in English 10

S.Y. 2019-2020

Vision: USPF is a 21st century transformative learning environment of global lifelong learners.
Mission: We commit ourselves to a value-laden quality education that nurtures ethical, creative, competent, and socially responsive individuals.
Goal: Transform USPF into a dynamic high- tech, high touch learning organization in keeping with global standards ain education and workplace requirements.
Core Values:
Professionalism- We demonstrate professionalism in our dealings at all times and in all contexts.
Integrity- We keep our integrity intact and untarnished.
Excellence- We achieve excellence in the performance of our tasks.
Social Responsibility- We manifest our social responsibility through active engagement.

Basic Education Department

Vision and Mission
A. Vision: The Basic Education Department produces 21st century life-long learners.
B. Mission: We commit ourselves to a quality education that fosters academically competent, value- laden and socially responsible learners.
I. Subject Details:

Subject Code: English 10

Subject Title: English 10
Units: 1.5
Subject Description: The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper
appreciation of Philippine Culture and those of other countries, and demonstrates communicative competence through his/ her understanding of literature and other
text types for a deeper appreciation of World Literature, including Philippine Literature.

II. Subject Learning Outcomes:

Cognitive- the learner demonstrates how to use strategies in linking textual information, repairing, enhancing communication public speaking, emphasis markers in
persuasive texts, different forms of modals, reflexive and intensive pronouns.

Affective- The learner demonstrates understanding of how world literature and other text types serve as ways of expressing and resolving personal conflicts

Psychomotor- The learner composes a short but powerful persuasive text using a variety of persuasive techniques and devices.
III. SUBJECT CONTENT: TEACHING LEARNING PLAN
FIRST GRADING PERIOD

TIME UNIT TOPIC STANDARDS COMPETENCIES ASSESSMENT TEACHING- LEARNING RESOURCES

FRAME ACTIVITIES

UNDERSTANDIN CONTENT STANDARDS: A1. prepare for public A1. Recitation A1. Video presentation A1. Video clip of Steve Jobs’
G ONESELF speaking situations Commencement Speech
The students
demonstrate
understanding of how A2. Identify the A2. Concept mapping A2. Reading a short A2. Graphic organizer
5 days world literature serves elements of a story story
as way of expressing and
resolving one’s personal
conflicts by linking, A3. use pronouns with A3. Sentence A3. Sentence A3. Worksheet
textual information, correct antecedents construction construction
repairing, or enhancing
communication, crafting
formal and informal A4. write a formal A4. Essay writing A4. Draft making, final A4. Textbook,
word definitions, essay essay writing
employing the ethics
and strategies of public
speaking; and using
appropriate emphasis B1. Practice the ethics B1. recitation B1. Video presentation B1. Video clip, rubrics
5 days markers in persuasive of public speaking
texts.

PERFORMANCE B2. Identify reflexive B2. Sentence B2. Interactive B2. Grammar worksheet, textbook
STANDARDS: and intensive pronouns composition discussion
and use them correctly
The students transfer in sentences
learning by composing
short persuasive texts B3. Write a cohesive B3. Paragraph B3. Interactive B3. Grammar worksheet, textbook
using a variety of paragraph composition discussion
techniques/ devices and
 words and expressions B4. Identify sensory B4. recitation B4. Poetry reading and B4. Textbook, literary piece
that emphasize a point, images in poetry analysis
particularly modals and
reflexive and intensive
pronouns. C1. Deliver a short C1. Recitation C1. Individual C1. Rubrics, speech
5 days speech using various presentation
strategies for public
speaking

C2. Identify and C2. Recitation, paper- C2. short story analysis C2. Literary piece
interpret literary pencil assessment
devices in selection

C3. Identify adjective C3. Sentence C3. Interactive C3. Grammar worksheet
complements and use composition discussion
them correctly in
sentences

C4. Write a paragraph C4. Paragraph writing C4. Brainstorming C4. Scoring rubrics
stating an opinion

D1. Employ direct and D1. Role-play D1. Video viewing, D1. Video clip
5 days indirect attention- brainstorming
getting signals during
public speaking

D2. Identify literary D2. Paper-pencil-test D2. Literary analysis D2. Literary piece
techniques used in
literary piece

D3. Use phrasal verb D3. Sentence writing D3. Interactive D3. Textbook
effectively discussion

D4. Respond to a
newspaper editorial D4. Letter writing D4. Text analysis D4. Newspaper, scoring rubrics
 through a formal letter

E1. Communicate
effectively in a group E1. Role play E1. Sharing of ideas, E1. Group exercises
setting turn-taking

E2. Determine through

5 days signal words the mood E2. Paper-pencil-test E2. Literary analysis E2. Literary piece
of a text used by the
author

E3. Identify the

different kinds of verbs E3. Sentence writing E3. Interactive E3. Grammar worksheet
and use each one discussion
correctly

E4. Write a lobbying

letter E4. Letter writing E4. brainstorming E4. Scoring rubrics, sample letter

F1. Explain how

intrapersonal F1. Recitation, paper F1. Self- reflection F1. Johari Window
communication affects clip creativity test
one’s communication
with others

F2. Critique the

5 days techniques of an F2. Essay writing F2. Writing a literary F2.https://www.ndsu.edu/pubweb/-
author through a critique cinichol/oldmanwithenoemouswings
formal essay (literary piece)

F3. Use modals

correctly in different
situations
F3. Grammar exercises F3. Interactive F3. Grammar worksheet
 F4. Write a sales letter discussion

G1. Give opinions on F4. Letter writing F4. Writing a sales F4. Scoring rubrics
current issues and letter
events through a
speech G1. Speech G1. Expressing G1. Scoring rubrics
presentation opinions
5 days G2. Identify the mood
of a poem

G3. Use the perfect G2. Recitation G2. Poetry analysis G2. Literary piece
tense correctly

G3. Sentence writing G3. Think-pair-share G3. Grammar worksheet

H1. Critique a speech

H1. Critique paper H1. Video viewing and H1. Video clip
H2. Identify the critiquing
5 days author’s purpose in
writing a literary piece
H2. Recitation H2. Poetry reading and H2. Literary piece
H3. Use past perfect analysis
tenses correctly

H4. Write a news H3. Story writing H3. Think-pair-share H3. Grammar worksheet
article

H4. Article writing H4. Think-pair-share H4. Sample article

A. English for the 21st Century Learners

by: Rina Garcia Chua
Ma. Victoria Bernardino- Viloria
 Nerissa O. Zara

Copyright 2016
Diwa Learning Systems Inc.

B. References:
English for the 21st Century Learners Textbook
English for the 21st Century Learners Teacher’s Manual

C. Online Sources:

https://www.google.com
https://www.youtube.com

IV. Subject Requirements

 Grading System
Components:
Written Works- 30%
Performance Tasks- 50%
Quarterly Assessment- 20%

 Attendance/ Absence Policy

 A student is expected to be inside the classroom during the class schedule.

 A student who arrives 15 minutes late after the opening prayer is considered late.

 Academic Honesty
 A student caught cheating for the first time is given a warning; in the second offense, the student is reprimanded; and in the third and last offense,
the student is referred to the SAS office.

 Classroom Conduct

A student is expected to fulfil the duties and responsibilities expected of him/her bearing with him/her the University’s core values.

Prepared by: Reviewed: Approved:

Ms. Letlie S. Semblante Mrs. Maura A. Villamor Dr. Ernesto L. Alolor

Subject Teacher Principal VPAA