CURRICULUM MAP

English Communication Arts Series (ECAS)

Grade 7: ECAS through Philippine Literature

Program Standard The students demonstrate communicative competence through his or her understanding of literature and other texts
types for a deeper appreciation of Philippine Culture and those of other countries.

Grade Level Standard The students demonstrate communicative competence through his/ her understanding of Philippine Literature and
other texts types for a deeper appreciation of Philippine Culture.

Content Standard The students demonstrate 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 students transfer 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.
Unit Number 1
Unit Title Philippine Oral Lore
Number of Days 55 days
TOPICS CORE COMPETENCIES ASSESSMENTS ACTIVITIES VALUES
UNDERSTANDINGS INTEGRATION
AND CORE Offline Online
QUESTIONS

Lesson 1 Students will understand A1 Read intensively • Seatwork A1/A2 a. • Maximize and
Electing Class Officers that: to find answers to • Worktext List down the develop talents and skills
14 days 1.English being the specific questions exercises things to achieve one’s optimum
universal language will EN7RC-I-c-7.1 • Pair work and that you self
bridge gaps in Group work promise to • Grab every
communication A2 Develop effective • Assignment do to succeed opportunity to learn and
and understanding study habits • Recitation in high unravel
among people ECAS7SS-I-l-1.1a • Quiz school new discoveries
• Performance
Task A1 b./A3
2. Break intercultural A3 Take down notes a./A4 a./A5 a./
differences by finding effectively C2 a .Read and
common grounds that ECAS7SS-I-l-1b take note of
will result in acceptance important
and respect. A4 Scan for specific details from
3. Different cultures are information a broadsheet
unified by similar sets of EN7SS-I-a-1.5.2 A1 c./A2
values passed to all b./A3
generations. A5 Skim for major b. Skim and
4. Our history as a nation ideas using scan
and our stories as headings as guide paragraphs
individuals are what EN7SS-I-a-1.5.1 provided and
should make us proud answer the
Filipinos. questions
that follow
A2/A3 c. Add
 three more
Students will keep instances that
considering the following require
questions: close
1. How can English reading/in-
as a language depth
bridge differences reading
in culture, belief, B1 Extract information B1 a. Follow
etc., and connect from the text listened to your
people around the EN7LC-II-a-6.1 teacher as
world? he/she
pronounces
2. How can cultural the
identity influence following
people’s words, then
perception toward note how the
another’s individuality? sounds are
produced
3. What make proverbs
timely and universal?
4. How is Philippine B2/H1 Recognize B1/B2/H1 a.
Literature a reflection of Prosodic features: Listen
who we are as Filipinos volume, projection, pitch, carefully to
then, now, and in the stress, intonation, the
future? juncture, and speech rate paragraphs
that serve as carriers of about the
meaning Philippines
EN7LC-I-a-5 that will be
read by your
teacher.
Then, fill in
the blanks
to complete
the sentences
 B2 c./C1
a./C2 b.
Recall an
experience
you had
talking with
a
person with
a different
accent. If
not, surf the
Internet for
video or
audio clips
of people
with
different
accents.
Then,
answer the
C1 Identify the following
genre of a material questions
viewed (such as movie provided
clip,
trailer, news flash, C1 b./G1 a.
Internet-based program, Choose two
documentary, video, etc.) genres
EN7VC-I-d-6 and
download a
C1 c. Identify two-to three-
the minute video
genre being for each.
described in Then, share
the statements them
 provided with the
class and
briefly
discuss why
C2 Determine the you
truthfulness and like them
accuracy of a material
viewed C2 c. Scan
EN7VC-I-h-i-10 the code
to access the
links. Then,
using the tips
discussed,
evaluate the
truthfulness
and accuracy
of the
material. As
a class, talk
about the
D1/H2/G1 material
Distinguish between viewed
slang  Words and actions
and colloquial are powerful tools
expressions in D1 a./H2 one should use
conversations a./H3 a./G1 wisely
EN7V-I-a-22 b. With a  Regrets are chains
partner, look that will only hold
D2 Explain the up you back
predominance of D1 b./D2 the meaning
colloquial and idiomatic a./H2 b. of each
expressions in oral Write the slang
communication complete expression,
EN7V-I-g-i-22.3 expression of then
the following think of a
 colloquial situation in
terms which you
can use
H3/G2 them in a
Use appropriate verbal H3 b./G2 a. role-play
and nonverbal cues List down
when developing, pieces of
maintaining, and ending information
conversations and about
dialogues yourself you
EN7OL-II-a-b-4.1 will use in
a two-minute
introduction of
yourself
H5/G3
Employ correct turn- H3 c./G2
taking, turn-giving, and b./H5/G3 a.
topic control strategies With “Electing
in conversations and Class
dialogs Officers” as
EN7OL-II-c-d-2.7 your guide,
conduct a
mock election
in class

Lesson 2 C1 Identify sensory

The Cycle of the Sun images used
and in audio-visual
The Moon materials C1/E1/E3/F1
7 days ECAS7VC-I-l.2 a.
Search
online for
Filipino
riddles and
share them
 with the
class. Then,
have your
C2 Organize classmates
information from a guess the
material viewed C2 a. Read the answers to
EN7VC-I-f-g-9 story, the riddles
then complete
the story chart
of “The Cycle
of the Sun and
Moon”

E1 Express appreciation
for sensory images used E1/E3/F1 b.
EN7LT-I-c-2.2.1 Solve the
riddles  Do acts of
E2/H1 Identify the provided kindness no matter
distinguishing features of how small
proverbs, myths, and E2 a./E3 c./F1  Be grateful for
legends c./H1 a. every detail in
EN7LT-I-a-2.1 Translate the your life, good or
proverbs bad for they are all
into English, blessings
then choose
two that you
will explain

E1/E2 b./H1 b.
Ask your
elders for
some proverbs
to be
included in
your class
 treasury of
proverbs

E2/H1 c.
With a
partner,
select
three
proverbs that
you
will analyze
whether
you agree or
disagree
with it.
E3 Then,
Describe the different support
literary genres during the your answer
Pre-colonial period with an
EN7LT-I-a-i-1 explanation

E3/H2 b.
Scan the
code to
watch
a video of
another
Filipino
folktale.
Then,
complete the
same
story chart
 D1/H3 previously
Identify figures of D1/H3 a. used
speech that show Identify
comparison (simile, whether the
metaphor, figure of
personification) speech used
EN7V-II-c-e-10.1.2 in the sentence
is a
F1 metaphor, a
Distinguish between oral simile, or a
and written personification
communication . Then,
EN7WC-I-a-4 be able to
explain the
figure of
speech
G1 Pronounce words
with correct syllable
stress
ECAS7OL-I-l.2

G1.a. Read
the words
aloud with
correct
syllable
stress
Lesson 3 A1 Use nonlinear visuals
The Prowess of as aids comprehensive in A1/E1 a.  Acceptance and
Aliguyon content texts Fill in the love for oneself
8 days EN7RC-I-e-2.15 following create massive
brainstorming impacts on one’s
web with character
information  Jealousy breeds
 you remember insecurity and
about Filipino hatred
epics

C1 Give the meaning of

given signs and symbols C1/H3/H4 a.
(road signs, prohibited Write five
signs, etc.) sentences
EN7VC-I-c-3.1.3/ about the
EN7SS-I-g-h-12 photos on the
website
following the
rules of
subject-verb
agreement

C1/H3/H4 b.
Watch a news
program,
then write five
sentences
about the news
following the
rules of
subject-verb
agreement
E1 Understand and
appreciate the Filipino
regional epic
ECAS7LT-I-1.3
E2 Determine the
conflicts presented in the E2 Identify the
literary conflict
selections and the need to in the
resolve those conflicts in statements
nonviolent ways lifted from theG1/H5 a.
EN7LT-II-a-4 selection Use the
phrasal verb
F1 Recognize the parts of F1/F2/H1 a. and
a simple paragraph Underline the suggested
EN7WC-I-e-f-2.8.1 topic response in
sentence in answering
F2 Identify supporting each paragraph the questions
details and encircle
EN7WC-II-f-g-5.2 the supporting
details
H1 Recognize main/
key ideas
EN7WC-II-d-e-5.1

H2 Differentiate literary
writing from academic
writing
EN7WC-I-b-c-4.2 H2 a.
Research on
literary and
academic
texts about
epics, then
provide
references in
H3 Observe correct a
subject-verb agreement H3 c. table
EN7G-I-a-j-11 Determine
whether the
verb agrees
with the
subject in each
sentence.
Write No Error
if they do
agree,
otherwise
rewrite
the sentence
H4 Use phrases, clauses,
and sentences
appropriately and H4 c./H5
meaningfully b./H6 a. Write
EN7G-II-a-j-1 sentences
using linking
H5 Identify and use verbs verbs and
ECAS7G-I-l.3 modal verbs

H6 Use modals H5 c./H6 b.

appropriately Match the
EN8G-III-a-3.6 modal verb
with its
meaning

H5 d./H6 c.
Identify the
modal verb
and main verb
in
Lesson 4 A1 Use nonlinear  Karma marks
The Good Prince visuals as comprehensive unforgettable life
Bantugan aids in content texts A1 a./G1 lessons
7 days EN7RC-I-e-2.15 Conduct an  Do good deeds
interview and it will be
with your returned to you in
grandparents, waves
parents, or
elder relatives
about what
makes your
family unique
or you can also
think of other
topics
each
sentence

A1 b. In two or
more short
paragraphs,
write about a
topic using the
information
obtained from
your interview
D1 Select an appropriate
colloquial or idiomatic
word or expression as D1 a. Identify
a substitute for another the meaning of
word or expression each idiom
EN7V-I-e-f-22.2
D1 b.
Complete the
 sentences by
choosing the
correct idioms.
If necessary,
change the
pronouns in
the idioms

D1 c. With a
partner, look
for idiomatic
expressions
that can be
used every
day. When
the teacher
calls out a
new
situation,
talk to
E1 Identify the another
characteristics of and classmate
techniques in a Filipino E1/E2/E3 a. using idioms
epic Identify how
ECAS7LT-I-l.4 the character is
portrayed in
the
Passages
E2 Explain how the
elements specific to a E1/E2/E3 b.
genre contribute to the Compare and
theme of a particular contrast G2 Read the
literary selection the two paragraphs
EN7LT-I-b-2.2 characters, observing
 then write an correct
E3 Draw similarities and essay using the sentence
differences of the format that stress
featured your teacher
selections in relation to will give you
the theme E1/E2 c.
EN7LT-i-g-h-2.3 Arrange and
number
the following
statements in
the right
G1 Use verbal and non sequence
verbal cues in
conversations, dialogues,
and interviews
EN7OL-II-a-4

G2 Read with correct

sentence stress
ECAS7OL-1-4

Lesson 5
The Monkey and the B1 Note specific
Turtle details/elements listened
4 days to
EN7LC-II-c-2.1/
EN7LC-II-c-3.1 B1/B2/B3/E
1 a.
B2 Make predictions Listen as
about the contents of the your teacher
texts listened to reads about
EN7LC-II-h-2.5 fable then,
repeat after
B3 Infer thoughts and him or her.
feelings expressed in the Remember
text listened to to follow
EN7LC-II-i-6.2 the correct
sentence
E1Litsen to appreciate stress
the plot, characterization,
and theme
ECAS7LT-I-1.5

F1 Retell—a chosen
myth or legend—
in a series of simple
paragraphs F1 b. With a
EN7WC-I-h-i-2.2 group, visit a
website and
choose a
Filipino
fable. Then,
through a
report or a
skit, share
your insights
whether the
lessons
learned from
the fable is
still
applicable in
present time.
You may use
multimedia
resources to
enhance your
output
H1 Recognize sentence
patterns H1 a. Put a
ECAS7G-I-l.5 check mark (3)
on the line if
H2 Observe correct the sentence
subject-verb agreement follows the
EN7G-I-a-i-11 rules of
subject verb
agreement and
if not, put a
cross mark (7

H1 a. The
sentences
provided
follow the S-
IV pattern.
Indicate the S
and the N in
each sentence

H1 b. Write a
sentence using
the given
indefinite
pronoun
following the
rules of
subject-verb
agreement

H1 b. The
sentences
provided
follow the
S-TV-DO
pattern. Point
out the S, the
TV, and the
DO

H1 c.
Construct
sentences in
the S-TV-IO-O
pattern from
the jumbled
items

H2 a.
Following the
rules of
subject-verb
agreement,
write a
sentence for
each picture
 CORE Activity 
UNDERSTANDINGS
Topics AND CORE Competencies Assessment
Offline Online
QUESTIONS

Lesson 6 B1 Perceive the tone  Gear up and

Paruparong Bukid in a song B1/E1 a. prepare to see the
15 days ECAS7LC-I-1.16 Present an words gems
mp3 file of  Embrace and
the best or celebrate
worst song everything about
you have you for you are
ever heard. impeccable
Then, share
with the
class why
you feel that
way about it

E2/G1 a. In
E1 Express appreciation groups, pick
for sensory images, local one song to
color, figurative language sing in class
used in songs
EN7LT-I-c-2.2.1/
EN7LT-I-c-2.2.2

E2 Discover literature as a
means of connecting to a
significant past
EN7LT-I-a-i-1
G1 Use the rising-falling G1 b. Read G1 c. Read
intonation pattern with each the
Yes-No and tag questions; statement sentences
the rising-falling twice, the observing
intonation with first time the
information-seeking observing indicated
questions, option questions the intonation
and with terminal patterns
statements rising-and- for time
EN7OL-I-f-1.14.4 falling expressions
intonation,
and the G1 d. Listen
second to your
time teacher as
observing he/she reads
the rising the
intonation sentences,
then imitate
the
intonation
used

G1 e. Give
oral
responses to
the requests
indicated.
Use either
the positive
responses of
course,
naturally,
certainly,
 surely,
no doubt,
responses of
course not,
certainly
not,
naturally
not, and no
indeed in
your
requests
and you
can, or
the negative
H1 Recognize
sentence patterns H1 a.
ECAS7G-I-1.6 Answer
questions in
brief
sentences
using the
patterns
provided

H1 b.
Change the
statements
into simple
yes/no
questions

H1 c.
Change the
statements
into simple
 negative
questions
H3 d. Write
H2 a. an answer
Change the to a request
statements made. Then,
into make a
questions request of
by adding your
tag own
questions.
Observe the
correct
Intonation

H2 b.
Combine
the pairs of
statements
into a single
statement

H3 Identify, use, and H3 a. Use

answer requests through any of the
correct sentence patterns request
ECAS7G-I-l.4.b patterns
discussed
and make a
request
based on the
given
situation

H3 b. Use
negative
request
patterns as
you
ask your
friend not to
do the
following
things listed

H3 c. Give
oral
responses
to the given
requests as
indicated in
the
parentheses.
Use either
the positive
responses or
the negative
responses
listed
 CURRICULUM MAP
English Communication Arts Series (ECAS)

Program Standard The students demonstrate communicative competence through his or her understanding of literature and other texts
types for a deeper appreciation of Philippine Culture and those of other countries.

Grade Level Standard The students demonstrate communicative competence through his/ her understanding of Philippine Literature and other
texts types for a deeper appreciation of Philippine Culture.

Content Standard The students demonstrate 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 students transfer 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.
Unit Number 2
Unit Title Inspirations from the Past
Number of Days 41 Days
CORE
UNDERSTANDINGS ACTIVITIES
VALUES
TOPICS AND CORE COMPETENCIES ASSESSMENTS
INTEGRATION
QUESTIONS Offline Online

Lesson 1 Students will understand A1 Use appropriate • Seatwork A1 a. • It is important to verify

1896 that: mechanisms/tools in the • Work text exercises Identify the claims first before
10 days 1. Speaking one’s mind library for locating • Pair work and Group reference immediately believing in
may serve as a reflection resources work source to them
of character and EN7SS-II-a-1 • Assignment use • Be careful and
personality. • Recitation in finding responsible for one’s
A2 Use the card catalog, • Quiz the words and actions
the online public access • Unit Test information
2. One should not catalog, or electronic • Performance Task needed in
confuse reality from search engine to locate the given
illusion for this may lead specific resources situation
to mishaps and EN7SS-II-a-c-1.5.3
heartbreaks. A1 b.
Arrange the
3. Differences (in beliefs, sets of
ideologies, etc.) need not words in
be grounds for correct
misunderstanding or alphabetical
disrespect. order using
a
4. Sometimes things and dictionary
people come and go, yet
they become fragments A1 c. Use
of good memories. general
 references
Students will keep to get the
considering the following A2 Use the card catalog, information
questions: the online public access needed. Use
1. How can freedom of catalog, or electronic the thumb
speech pave the way search engine to locate index and
toward understanding specific resources guide words
among people? EN7SS-II-a-c-1.5.3 when
2. Why is it important to using the
understand the fine line dictionary.
between what is real and Sketch
make believe? pictures
3. How can diversity bring asked for
people together?
A2 a.
4. How important is Identify the
acceptance in moving type of card
forward in life? A3/C1 to use in
Use nonlinear visuals as searching
aids to comprehension for the
in content texts materials
EN7RC-I-e-2.15 indicated in
the given
situation

A3/C1
Before and
after reading
the poem
“1896,”
Accomplish
the K-W-L
chart to
assess your
knowledge
 about it

E1 a. Point
E1 Note sensory details out passages
and mood in “1896”
EN7LT-I-c-2.2.1 that provide
sensory
details and
vivid
images
about it
E1b.
Prepare to
read the
“1896” in
rap. Assign
parts to be
read by
particular
members
and
parts to be
read by all.
Decide what
music to use
with the
poem and
invent your
own dance
steps, if you
wish.
Present this
in class.
E2Discover the conflicts
presented in literary
selections and the need to
re-solve those conflicts in
nonviolent ways EN7LT-
II-a-j-4

G1/H1Observe the correct G1/H1 a.

production of vowel and Read the
consonant sounds, pairs of
diphthongs, blends, glides, words and
etc. EN7F-I-a-3.11 sentences
distinguishing
correct
sounds of \s\
and \sh\
H2 a.
Answer the
H2Identify and use questions
interrogative pro- with yes or
nounsECAS7RC-II-l.1 no by
looking for
the meaning
of the
underlined
words and
ex-plaining
your answer

H2 b.
Complete
the
sentences
 with the
correct
interrogativ
e pronoun

H2 c.
Change the
statements
into
questions,
then use
interrogativ
e pronouns
in place of
the answers
provided

H2 d. Using
pronouns,
answer the
questions
with the
completed
yes/no
prompts

Competencies Activity
Offline Online
Lesson 2 C1 Note details, sequence, C1 a./H3 a.
To My Native Land and relationships of ideas Think of
7 days and events five events
EN7VC-II-b-1/ in your
EN7VC-II-b-2 daily life
that follow
a cause and
effect
pattern and
write a
sentence for
each one
using
correct
signal
words

C1 b./D1
a./H1
a./E1/F1
from the
excerpt of
“Who Was
the Rajah’s
Son?”,
highlight
the
sentences
that use
literal
language
and
underline
the
statements
that use
figurative
 language

D1/H1Discriminate D1 b./H1 b.
between literal and Write F is
figurative language EN7V- the statment
II-a-b-10.1 uses
figurative
language,
and L if it
uses literal
language

D1 c./H1 c.
Write a one-
sentence
message
using
figurative
language
for your
country

use them in
sentences

G1 a./H2 a.
G1/H2 Scan the
Observe the correct code, then
production of vowel and listen and
consonant sounds, practice
diphthongs, blends, glides, pronouncin
etc. g the
EN7F-I-a-3.11 difference
between \ȯ\
and \ō\
 G b./H2 b.
Read the
phrases with
correct \ȯ\
and \ō\, and

H3 Use appropriate H3 b. H3 c. Watch

grammatical signals or Identify the a video and
expressions suitable to cause and take note of
each pattern of idea: cause- the effect in at least
effect EN8G-II-g-9 each three events
sentence. that follow
and a cause and
underline effect
the cause pattern.
once and Then,
the effect exchange
twice ideas with a
class-mate

H4 Understanding count H4 a. Place

nouns and mass nouns a deter-
ECAS7G-II-l.2 miner
before the
italicized
noun, then
change the
new
sentence
into a
simple
question
 using such
determiners
as some,
many,
Lesson 3 several,
A Night in the Hills few, much,
6 days and a lot of,
among
others
A1 Gather current
information from A1 a. Write
newspapers and other print P if the
and nonprint media given is a
EN7SS-II-g-i-2.1 form of
print media
and NP if it
is a form of
non-print
mediaA1 b.
Research on
the topic
given by the
teacher,
then write
two- to
three-
paragraphs
about it
using both
print and
nonprint
media

C1a./E1 a.
C1 Raise questions about a In order to
material viewed understand
EN7VC-II-h-j-2.5 the
selection,
“A Night in
the Hills,”
imagine a
friend
inviting you
to a place
shown in
the image
that will be
presented
by your
teacher,
then list
down
questions
you want to
ask him/her
to help you
decide
whether you
should go or
not
C1 b. Use a
dictionary
to look for
the meaning
of the
italicized
words, then
answer the
questions
with yes or
 no

E1 Develop a better E1 b. Based

understanding of the on the
human condition through characters’
literature EN7LT-III-a-i-5 words and
actions
from “A
Night in the
Hills,” list
down
character
traits that
can be
inferred
about them
H1 Identify and use in-
definite pronouns H1a.
ECAS7G-II-l.3 Complete
the
sentences
using
indefinite
pronouns

CORE Activity
Topics UNDERSTANDINGS Competencies Assessment Core Values
AND CORE QUESTIONS
Lesson 4 B1 Extracting information B1/B2 a.
How My Brother Leon and noting details Listen to an
Brought Home a Wife EN7LC-II-a-6.1 English-
5 days language
B2React and share radio
personal opinion about the program
ideas listened to EN9LC- and extract
II-g-3.13 in-
formation
from it.
Then,
summarize
the program
by
providing
the
information
needed

B1/B2 a.
Write a
short
reaction
about an
entire news
show and
focus on
how well
the show
was able to
give
information
B1/C1 a.
Fill out the
Reading
Tree to note
down
relevant
information
 from the
selection
read “Dead
Stars”
C b. Fill in
the
sequence
chart that
follows by
copying the
sentences in
the order of
occurrence
in the story

E1 Identify the
distinguishing features of E1 a./
poems and short stories C1 b. Using
EN7LT-II-0-4.2 the story
map, write
E2 Discover the conflicts a one-
presented in literary paragraph
selections and the need to narrative
resolve those conflicts in based on
nonviolent ways the picture
EN7LT-II-a-i-4 that the
teacher will
show

E1/E2/F1 a.
Identify
features of
narrative
writing
used in
 “How My
Brother
Leon
Brought
Home a
Wife,” as
well as the
conflict/s
evident in
the story.
Then,
exchange
ideas with
the class in
a
roundtable
discussion
facilitated
by the
teacher

F1 F1 a./D2 b.
Identify features of Expand the
narrative writing previous
EN7WC-III-a2.2.12 narrative by
adding an-
other
paragraph
to the first
you wrote,
then use
figurative
language to
enhance it
G1/H1Observe the correct G1/H1 a.
production of vowel and Write h if
consonant sounds, the g or c in
diphthongs, blends, glides, the word is
etc. EN7F-I-a-3.11 hard and s
if it is a soft
sound

F1 Compose simple F1Compose

narrative texts EN7WC- simple
III-a-2.2 narrative
texts
 CURRICULUM MAP
English Communication Arts Series (ECAS)

Program Standard The students demonstrate communicative competence through his or her understanding of literature and other texts
types for a deeper appreciation of Philippine Culture and those of other countries.

Grade Level Standard The students demonstrate communicative competence through his/ her understanding of Philippine Literature and other
texts types for a deeper appreciation of Philippine Culture.

Content Standard The students demonstrate 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 students transfer learning by: showing appreciation for the literature of the past; comprehending texts using ap-
propriate 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.
Unit Number
Unit Title
Number of Days
TOPICS CORE
UNDERSTANDINGS
AND CORE
QUESTIONS
Lesson 1 Students will understand
I Am a Filipino that:
5 days 1. Acceptance of
differences and the
recognition and wise use
of individual strengths
could contribute to a
unified nation.
2. Embracing and
respecting every-one’s
uniqueness is a weapon
against discrimination.
3.Love for a country by
the citizens will sustain a
nation through rough
times.
4.Awareness of the past
can ignite the youth’s
desire for a brighter
3
Building a Nation
39 days
ACTIVITIES
VALUES
COMPETENCIES ASSESSMENTS
INTEGRATION
Offline Online
A1Connect with • Seatwork A1/E1 a. • Take pride in honoring
previous selections to • Worktext Recall one’s roots and cultural
better understand the exercises previous heritage
text ECAS7RC-III-1 • Pair work and selections • Preserve and promote
A2 Use lexical and Group work discussed and traditions, culture,
contextual clues in • Assignment find out if they beliefs, etc.
understanding unfamiliar • Recitation are related to
words and expressions • Quiz the selections
EN7RC-IV-a-b-12.3 • Unit Test to be read
• Performance
Task
C1 Make a stand on the
material viewed
EN7VC-III-e-i-14
E1 Discover literature as
a tool to assert one’s
unique identity and to
better understand other
people
EN7LT-III-a-i-5
F1 Extract information
from a text using a F a. Choose H1 a. Write AV
summary, précis, and two paragraphs if the sentence is
future. The students will paraphrase EN7WC-II- from the in the active
keep considering the c-5 selection “I voice and PV if it
following questions: Am a Filipino” is in the passive
1. How can diversity build that resonate voice
and unify a nation? with you.
Then, H1 b. Change the
2. Why is it important to paraphrase the sentences from
be proud of one’s first chosen the active voice
individuality? paragraph and to the passive
summarize the voice
3. How can patriot-ism second para-
help shape a country’s graph H1 c. Change the
future? F1 b. Read the sentences from
essay, “Pliant passive voice to
4. How can the youth of Like the active voice
the land be a Bamboo ” by
manifestation of hope? I.V. Mallari.
Choose two
paragraphs to
paraphrase and
summarize
G1 Use the universe of
the text to activate G1a. As a
schema EN7RC-III-c-d- consultant of a
8.2 television
company in the
Philippines,
come up with
an evaluation
paper of one of
its programs in
order to
determine the
strengths and G1a. In groups,
weaknesses of research on an
 the show (con- interview, a panel
tent, language, discussion/forum
stage setup, , or a debate.
and quality of After the
the audio and preparation, • Love and appreciation
video) recreate the for one’s native land
speaking event in • Accept and embrace
H1a.Choose class one’s uniqueness
the connector
that will
complete the
statement

H1 b. Write a
sentence using
the prescribed
connector

A1 Use the universe of

Lesson 2 Filipinas the text to activate A1/E1 a. Write
5 day schema examples on
EN7RC-III-c-d-8.2 how one may
express love
for his/her
country

B1 Sequence a series
of events mentioned in B1 a. Make a
the material listened to simple
EN7LC-III-f-2.7 origami. Then,
teach a class-
mate how to do
it by saying the
steps/directions
out loud
 (Through a
recorded
E1 Discover literature video)
as a tool to assert
one’s unique identity
and to better understand
other
people
EN7LT-III-a-i-5

G1 Express ideas,
opinions, feelings and
emotions during
interviews, group/panel
discussions, forums/fora,
de-bates, etc.
EN7OL-III-a-1.3

G2 Observe the correct

pitch levels (high,
medium, low) when G2 Read the
reading lines of poetry, poem “The
sample sentences and Sampaguita”
paragraphs by Natividad
EN7OL-I-b-c-1.14.2 Marquez,
observing
H1 Understand and use proper
verbal correctly prosodic
EN9G-IIIa-i-21 features of
speech

H1 a. Pick out
the participle
and give the
word it
modifies

H1 b. Combine
each pair of • Appreciate and value
sentences into education
one. Use • Take every opportunity
participial as a learning experience
phrases to
make these
sentences more
vivid

H1 c. Place
participial
modifiers
correctly in
each sent

H1 d. Identify
the gerund in
each sentenc
Lesson 3 A1 Use the universe of A1/E1 a. Read
The Thomasites to a the text to activate the story “The
New Land schema EN7RC-III-c-d- Thomasites to
5 days 8.2 a New Land”
and observe
the tone and
mood of the
text. Also,
notice the
techniques
used and the
purpose of the
author

C1 Determine the key A1 b./C1 a./E2

message conveyed in the a. With a
material viewed partner, read
EN7VC-lll-a-d-13 D1 about
Identify words or Thomasites
expressions with part- and OFWs.
whole (partitive) Then, compare
relations and contrast
EN7V-III-g-i-13.11.2 them

E1 Determine the tone, D1a.Complete

mood, technique, and the following
purpose of the author analogies by
EN7LT-I-f-2.2.3 choosing the
correct word
E2 Discover literature as from the box
a tool to assert one’s
unique identity and to
 better understand other
people EN7LT-III-a-i-5

F1 Compose a series of
journal entries
EN7WC-III-c-2.8.5

H1 Use the passive and

active voice
meaningfully in varied
contexts
EN7G-III-c-d-2

Offline Online
Lesson 4 A1 Use the universe of the A1/H1 a. a. Using the past • Enjoy and savor one’s
What Is Youth? text to activate schema perfect tense, narrate in a youth
6 days EN7RC-III-c-d-8.2 three- to five-sentence • Keep promises made
 para-graph a realization of
the importance of keeping
promises

D1 Identify collocations D1 a. Read the paragraph D1 b./F1 a. Scan the code

used in a selection and encircle all the and read the essay loaded
EN7V-III-a-c-13.11.1 collocations used into it. Look for and
highlight collocations in
the text

F1 Know the parts of an F1a. Write a journal entry

essay ECAS7WC-III-4 for each day of this week
using a notebook or an
online journal. Share
entries as a class

F2 Compose an anecdote F2 a./H1 b. Write the past

based on a significant perfect tense of the verb
personal experience inside the parentheses
EN7WC-lll-d-2.2.13 F2 b. Think of an
experience, whether
simple or extraordinary,
that you remember well or
is a fond memory for you.
Then, take turns sharing
stories with a seatmate

F2 c. Write down the story

that you told your
seatmate. Remember to

H1 Use the past and past
perfect tenses correctly in
varied contexts
EN7G-III-h-3
Lesson 5 A1 Use the universe of the
Quiet Revolution of a text to activate schema
Typical Purok5 EN7RC-III-c-d-8.2
Days
A2 Use prepositions and
prepositional phrases to
express relationships
ECAS7RC-II-l.5
D1Give the various
meanings of identified
homonymous or
polysemous words or
expressions
keep it brief and simple
and in the first-person
point of view. Share this
with the entire class in a
relaxed manner.
H1 c. Fill in each blank
with the past form of the
verb in the parentheses • Practice good servant
H1 d. Change the leadership
following sentences using • Aim to change for the
the -ing form of the better
italicized verb. Use the
past progressive form
A1/A2 a. Read the A2 b. Work with a partner
following creation myth and write the prepositions
taken from the article “A that can be used to show
Thousand Years of the relation of the dot to
Filitude” by Isagani R. the figure
Cruz. Then, underline the
prepositional phrases
A2 c. Fill in the blank with
the correct preposition that
will describe the direction
of the arrows in each
figure to complete the
sentences
D1 a. Identify which
definition of the words
revolution and bill is
applicable in each
sentence
EN7V-IV-e-f-9

D1 b. Give at least two

meanings for the words in
each item. Then, use them
in a sentence

F1 F1/F2 a. Write down a

Use direct and sentence about oneself to
indirect speech be written on the board.
appropriately in Then, each member of the
varied contexts class will pick a sentence,
EN7WC-III-e-g-2.2.14 change it into indirect
speech, then guess who the
sentence is about

F2 F2 b. Write a composition
Compose a personal and about one’s plans for
factual recount college using expressions
EN7WC-III-b-2.1 of time and place
Lesson 6 A1 Make predictions about A1/D1 a. Choose from the • Acknowledge and
The Sulus the text list the word that best fits respect one’s ancestors
13 days EN7RC-III-e-2.8 each sentence • Express one’s ideasand
emotions freely but
A2 Use the universe of the A2/A3 a. Write three- to responsibly
text to activate schema -five paragraphs
EN7RC-III-c-d-8.2 explaining answer to the
question on indigenous
communities. Use the
correct verb tenses in the
composition
F1 Compose a personal
letter to a friend, relative, A2 d./F1 a. Write a
and other people personal letter that
EN7WC-III-h-i-2.2.15 contains all parts of a letter
to a friend on a topic of
interest to both of you

F1 b. Write the body of a

thank-you letter to a friend

F1 c. Write an invitation
for a surprise party for a
best friend including all
information needed

F1 d. Write the body of a

letter expressing one’s
regret at not being able to
attend a class-mate’s
going-away party
 F1 e. Write the following
salutations correctly
D1 b. Arrange the sets of
words in clines. Then,
indicate if the set is
arranged in ascending or
descending order

F1 f. Give the appropriate

closing for each of the
salutations

F1 g. Label each part of

the business letter
G1 Use the suspended G1 Read the sentences
intonation pattern observing the sus-pended
EN7OL-I-b-1.14 intonation pattern

G2 a. Practice producing
the ending sounds
G2Produce the ending \s\,\z\,and\iz\with the
sounds\s\,\z\,and\iz\ words listed G2 b. Practice
EN7F-I-a-3.11 the \s\ sound at the end of
the words listed

G2 c. Read the following

sentences correctly by
pronouncing the final
sounds properly

CURRICULUM MAP
 English Communication Arts Series (ECAS)

Program Standard The students demonstrate communicative competence through his or her understanding of literature and other texts
types for a deeper appreciation of Philippine Culture and those of other countries.

Grade Level Standard The students demonstrate communicative competence through his/ her understanding of Philippine Literature and other
texts types for a deeper appreciation of Philippine Culture.

Content Standard The students demonstrate 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 students transfer 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.
Unit Number 4
Unit Title Ideas and Ideals
Number of Days 43 days
CORE
ACTIVITIES
UNDERSTANDINGS VALUES
TOPICS COMPETENCIES ASSESSMENTS
AND CORE INTEGRATION
QUESTIONS
Lesson 1 My Brother’s Students will understand A1 Classify text  Seatwork A1 a. Share a •Find reasons to be
Peculiar Chicken that: types (narrative,  Work text exercises humorous happy and joyful.
9 days 1. Acceptance and expository,  Pair work personal •Accept and respect
respect for individuality explanation, recount,  Assignment experience, differences.
leads to self- persuasive)  Unit test story, or joke
development. EN7RC-IV-a-3.2  Performance task
2. Individual’s ideals are A1 Narrate events A1 b./E2 a.
honed and confirmed by EN7RC-IV-i-10.5 Choose two
the society. stories from
the previous
3.Open communication is units. Then,
a good foundation for note the
understanding and literary
respect devices used
G1Read words with
silent letters G1a. Scan the
ECAS7F-4-1 code to listen
to the
recording.
Then, pick
out the letters
in each word
that are not
 sounded

Lesson 2 In Unity A1 Give and follow

8 days instructions and
directions A1/F1/H1 a.
EN7RC-IV-b-10.1 With a
partner, write
down ten
instructions
to keep the
classroom
clean and
organize

B1 Process
information
mentioned in the text
listened to
EN7LC-IV-a-8 B1a.With a
partner,
converse
E1 Discover through E1/E2 a. about a
Philippine literature Practice planned
the need to work saying the birthday
cooperatively and lines from the party. Use
responsibly in to- play “In nonverbal
day’s global village Unity” aloud gestures in
EN7LT-IV-a-i-6 talking

E2 Identify the
distinguishing
features of
revolutionary songs,
poems, short stories,
drama, and novels
EN7LT-III-b-5
E2 b. With a
partner, work
on the set of
F1 Compose simple instructions
informative texts given as the
EN7WC-IV-a-3 teacher walks
you through
G1 Use correct and F1 c./G2 a. the play for
appropriate media Write a short better under-
resources when orally paragraph that standing of
giving information, briefly talks the elements
instructions, making about how of a drama
explanations and droughts
narrating events in affect F1 b. Scan
personal and factual communities the codes and
recounts observe the
EN7OL-IV-a-i-3.10 informative
texts loaded
G2 Observe and use in them
the appropriate oral
language, stance and
behavior when giving
information,
instructions, making
explanations, and
narrating events in
factual and personal H1b. Write an
re-counts instruction on
EN7OL-IV-a-3 the line using
the indicated
H1 Use imperatives preposition
and prepositions A1a. Write S
when giving if the
 instructions EN7G- statement is
IV-a-b-4 specific and
A1 Distinguish Gif it is C1 a. Watch
Lesson 3 The Witch between general and general the video and
7 days specific statements identify what
EN7RC-IV-d scenes show
fantasy and
what scenes
C1 Differentiate show reality
reality from fantasy
based on a material
viewed C1b. Write
EN7VC-IV-a-b-6.1 down at least
three
perceptions
about
Minggay from
the selection
“The Witch.”
Then, cite
specific
instances or
descriptions
to make these
perceptions
clearer

F1 Distinguish be-
tween and among a
capsule biography, a
 biographical sketch,
and a feature article
EN7WC-IV-b.2.8.6

H1 Formulate who,
what, when, where,
why, and how F1a. Go to
questions EN7G-IV- the library or
f-g-6.2 search online
and look for a
capsule
biography, a
biographical
sketch, and a
A1 Use appropriate feature article
reading strategies for about a
Lesson 4 Courage various text types personality
4 days EN7RC-IV-b-10 whom you
admire
A2 Organize A2 b. Fill in
information EN7RC- the boxes of H1 a. Ask a
IV-h-2.15.1 the chart to class-mate at
introduce a least five
character questions
from“Courage about how
A3 a. Make a his/her day is
stand going. Let
regarding the him/her ask
statements questions too

A3 b. Answer
 the questions A1/A2/A5 a.
with y es or Scan the code
A4 no and give to read the
Sequence/reorganize the meaning rest of the
ideas or information of the text. Then,
using an outline italicized finish the
EN7RC-IV-e-2.10 words. Then, sample
use each in a outline
A5 Make an outline sentence
EN7RC-IV-h-2.15.1 A1 b./A4 a.
F1a.Write a List in the
F1 Write a four- order of
biographical sketch paragraph importance
based on a personal composition the top three
inter-view and back- on “Portrait of characteristic
ground research a Good s you want in
EN7WC-IV-g-i- Teacher” your teachers
2.8.6.2 ” from among
those given
F2b.Choose a
subject for a
F2 Compose a capsule
capsule biography of biography.
a person interviewed Use an outline
EN7WC-IV-e-f- to organize
2.8.6.1 the
information
gathered from
the research
and to be used
as a guide in
writing the
biographical
sketch or the
capsule
 biography

Lesson 5 C1/E1 a. Read

Song C1 Use structural news and
15 days analysis in feature
understanding articles from
unfamiliar words the web-sites
EN7VC-I-a-8 that have been
approved and
are
recommended
. Take note of
words that
have prefixes
and suffixes.
Then, use
knowledge in
structural
analysis, try
and determine
the meaning
of the words

C1 c.
Complete the
phrases
correctly as
suggested by
the given
clues

C1 d. From
the pairs of
words,
 identify the
word that has
the deeper,
more specific
meaning and
explain why

C1 e. List
words
associated
with this
technological
age (e.g.,
tech-savvy

E1 c.
E1 Identify the Consider the
distinguishing passages
features of about nature
revolutionary songs, and give
poems, short stories, examples of
drama, and novels their truth
EN7LT-III-b-5
E1 d. Read
aloud or
orally the
following
poems
(“Quietness”
by Amador T.
Daguio, “In
the Shadows”
by Mauro
Mendez,“
Man Upon the
Cross ”by
Conrado V.
Pedroche, and
“Ballad of a
Mother’s
Heart” by
Jose La Villa
Tierra). Then,
analyze their
structure and