CURRICULUM MAP

English Communication Arts Series (ECAS)

Grade 10: ECAS through World literature

Program Standard The students demonstrate communicative competence through their 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 though their understanding of literature and other text types for a deeper
appreciation of World Literature, including Philippine Literature.

Content Standard The students demonstrate understanding of 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.

Performance Standard The students compose a short but powerful persuasive text using a variety of persuasive techniques and devices
Unit Number 1
Unit title The Greco-Roman legacy
Number of days 41 days
CORE ACTIVITIES
UNDERSTANDINGS VALUES
TOPICS COMPETENCIES ASSESSMENTS
AND CORE INTEGRATED
Offline Online
QUESTIONS
Lesson 1 Students will keep A1 Compare new  Seatwork A1 a. Share with  Discover and
Greek Epics considering the insights with previous  Worktext a partner what promote one’s
15 days following questions: learning exercises you know about cultural heritage
EN10RC-If-21  Pair work and Greece  Value the legacies
1. Are epic heroes A1 b. In pairs,
Group work of ancient
really heroic? recall the sharing
 Assignment civilization
2. How are tragic you had on your
heroes “heroic”?  Recitation
 Quiz previous
3. What makes knowledge about
heroism  Performance Task
Greece. After
universal and reading the
timeless? selection,
4. How can past compare your
events affect new insights
what may with your
happen at previous
present and in knowledge
the future? A1 c. Study the
5. How important picture provided.
is respect when Compare and
unifying two discuss answers
opposing with a partner
groups?
 whether it is
related to Greece
or not

A2 Determine the effect A2 a. Scan the

of textual aids on the worktext to
understanding pf a text identify how
EN10RC-la-2.14.2 textual aids are
used
A2 b. in small
buzz groups,
discuss answers
on questions
about textual
aids. Then assign
a representative
to report about
the group
discussion
A3/B1 A3/B1
Listen and read
effectively a. On a sheet of
paper, draw
- Through sketches/sym
adjusting one’s bols or write
reading rate words/phrase
- Through noting s to show
routines knowledge
(signals) when about ancient
listening and Greece, to be
reading put up on the
ECAS10LC-l-1/ bulletin
ECAS10RC-l-2/ board inside
EN10LC-lb-4 classroom
 b. Reread
paragraphs 1
and 4 of
“Greek Art
and
Literature”
and identify
the routines
used
c. C. read the
text “The
Four
Cardinal
Virtues: Four
Aspects of a
Human
Being” and
summarize
its contents
in two to
three
sentences
using the
routines
learned
B2 Listen for the
specific details A3 d/B1 c/B2 a/F2
ECAS10LC-I-4 a.
Practice listening for
information by
identifying and
noting routines from
an audio clip played.
B2 b. Scan the
code to play an
 audio clip of
“Farewell between
Hector and
Andromache.”
Listen carefully and
note the specific
details to answer the
questions provided.

C1 evaluate video C1/C2/C3/F1/E1

presentations a. Scan the
EN10VC-ld-25 codes to view
the video
C2 Determine how presentations
connected events based on
contribute to the totality “Farewell
of a material viewed. between
EN10VC-al-1.4/2.4 Hector and
Andromache.
” Then,
C3/F1 compare the
Write a summary from presentations
a video clip on how well
ECAS10VC-l-5/ they were
Ecas10wc-1-5 able to
portray the
scene
between the
characters.
Evaluate how
well the
images and
the song used
contribute to
a better
 understandin
g of the
scene
C1/C2/C3/F1
b. Scan the
code to view
a cartoon
video clip of
one of
Odysseus’s
adventures.
Based on the
clip, write a
two to three-
paragraph
summary of
the story line
of this
particular
adventure
C1/C2/E1
c. In groups,
scan the code
to view a
video clip
from the
2004 Troy
movie of the
conversation
between
Priam and
Achilles.
Discuss and
answer the
questions
 about the
video
afterward.
C1 d/F3 a.
Watch TV and look
for instances of
persuasive speech.
Then report
observations in
class.

D1 Get meaning D1 a. Determine the

through context clues meaning of the
ECAS10V-l-l.1 underlined word in
the sentences by
picking out the
context clue
indicated.

D1 b. Scan the
selection, “Odysseus
and Polyphemus” for
unfamiliar words.
Choose ten words
and look up their
meaning in the
dictionary. Then,
choose five words
you will give your
own definitions to.

D1 c. Explain the
meaning of the
following phrases
and use each in a
 sentence
D1 d. Give six
words based on the
Greek root astron
meaning star

D2 Distinguish formal D2 a. Write F if the

from informal word is a formal
definitions of words. definition and I for
EN10V-la/lb-13.9 informal definition
D2 b. Write a formal
definition for each
term using
knowledge from the
dictionary as basis.
Then, include the
three required parts;
term, class, and
differentiating
characteristics.
Then, beside it, write
the dictionary of the
word.

D3 Predicting a
character’s speech and
actions in a critical D3 Work with a
situation partner to try and
ECAS10V-l-1 predict a
character’s
actions in a
critical situation.
Then, describe
both his/her
E1 evaluate literature as E1 b. Research the actions and
a way of expressing and character of speech based on
resolving one’s personal Helen of Troy. Then, the situation
conflicts write given
EN10LT-ll-18 A one-paragraph
Description of
what she
might have
looked like

F3 identify features of F3 a. Scan a .

persuasive texts newspaper article
EN10WC-la-lb-1.2.1 and note the
different features of F3 b. in buzz
persuasion used groups, discuss
the strategies of
persuasion are
commonly used
F3 c/F4 a. in media, then
F4 Write persuasive Scan the code to discuss and
texts using a variety of view an additional whether they are
techniques/features input on writing a effective or not.
EN10WC-ll-12 composition, then
work on the given
exercise

F4 b. Write short
persuasive texts
based on the given
situations using as
many strategies as
possible. Then,
exchange work with
a partner and
critique each other’s
 output

 Critically
A1 Determine the A1 a. study the evaluating ancient
effect of textual aids on information map and and modern
the understanding of a fill in the blanks beliefs about
text with the correct predicting fate
EN10RC-la-2.15.2 answer.  Reflect on the
EN10RC-lb-2.15.2 value of truth.
Lesson 2
Greek drama and A2 Read closely to get
Lyric Poetry explicitly and implicitly
11 days stated information
EN10RC-llf-13.1
A2 a. With a
partner reread
the play excerpt
“Agamemnon:
B1 Show appreciation Prologue” and
for songs, poems, and A2 b/B3a/G4 a. use context clues
other listening texts. Rewrite the speech to work out what
EN10LC-lh-14.3 of Pericles to suit each expression
Filipinos as means
B2 Determine the roles audience. Then
of discourse markers deliver your version
EN10LC-if-14.2 of the speech in class
employing
B3 Determine the techniques in public
implicated explicit speaking. Hen,
signals discuss with a group
- Verbal and the implicit and
 nonverbal used explicit signals used.
by the speaker to
highlight
significant
points.
EN10LC-lb-4
B1 a/B2 a/G4 b.
E1 Express appreciation For poetry reading,
for sensory images express the
EN10LT-ic-2.2 appropriate emotion
as you read the
E2 understand poetic poems (for girls)
features “Hymn to Venus”
ECAS10L-l-2 and (for boys) “Old
Age.” Then, think of
a song that relates
with the message of
each poem. Bring a
copy of the files and
play the songs and
explain why they
match the poems.

E1/E2/F2
a. Write a one-
to two-
paragraph
personal
reflection
about the
lasting
contribution
of Greek and
Roman
 literature,
culture, art,
and language
on many
areas of
one’s life.
F1 identify features of F1 a. complete the
persuasive texts information map
ENC10WC-lb-1.2.1 about the “History of
the Peloponnesian
War”

F2 c. Write a
F2 Compose a three-to five-
persuasive text paragraph persuasive
expressing one’s stand text based on the
on an issue. research on the
EN10WC-le-12.2 expression given. F2 b. with a
Then, compare the partner, go over
original meaning and the persuasive
usage to your text given to
original identify the
understanding and features of
the expression and persuasive texts
how it is used today used.

G2 a./G4 c. .
G1 Identify the factors Read Pericles’s
of public speaking Speech using proper
prosodic features of
speech for emphasis

G3/H1
a. use expressions
G2 Describe and that emphasize to
interpret the ethics of highlight main
public speaking insights
EN10OL-lb-3.15

G3 describe the
techniques in public
speaking
EN10Ol-ic-3.16

H1 Understand H1 a. Identify the

functions of statements functions of each
ECAS10-l-2 statement said by the
characters in
Sophocle’s Oedipus
the King

H1 b. Study the
statements and
indicate statements
of agreement and
disagreement to
each.

H1 c. Weigh the
arguments extracted
from “History of the
Peloponnesian War”
and defend your
side.

H1de. Listen to the

sections of the
 speech of the
Corinthians to the
Athenian Assembly.
Then, identify and
write M if the
statement is a major
idea, S for
supporting detail, or
E as expressed in a
compound sentence.
H2 Use modal
auxiliaries
EN10G-if-3.6

H3 Use words, and

expressions that
emphasize a point. H2/H3
EN10G-ic-26 a. Group the
following
expressions
based on degree
of certainty.
Then, express a
fuller opinion,
recommendation
, or argument on
them.

H3 b. With a
partner, reread
the play excerpt
“Oedipus Rex:
An Excerpt” and
use context clues
to work out what
 each expression
means.

H3 c. Join the
words in column
A with the words
A1 Identify characters A1 a. Skim over the in column B to
ECAS10RC-l-3a two selections taken produce
from the “Histories expressions
of Herodotus” and referring to the
answer the questions Greeks
about them

A2 Read between the

lines (close reading) A2/A3/G1
EN10RC-LLE-7.3 a. Read the
following parts of
Lesson 3 A3 Identify the story as indicated
Early Roman relationships among with proper
Literature ideas emphasis, correct
15 days ECAS10RC-l-3b tone, and mood.
Then, identify the
page and paragraph
number of the
statement to support
your answer.

A4/B1/F1/H1
A4 Understand different a. Write a short
types of reading; narrative on what
scanning, skimming, might have
and close reading happened and how
EN10SS-lld-1.5.2/ Troy might have
EN10RC-llf-13.1 been saved based on
the reading from
 Virgil. Use reflexive
B1 Show appreciation and intensive
for songs, poems, and pronouns to
other listening texts. highlight important
EN10LC-lh-14.3 points in your
narrative
B2 Appreciate and B2/D1/D2
enjoy the sense and a. study the archaic
melody of poetic meanings of the
passages on love words lofted from
EN10LC-lh-14.3 the stanzas of
“Enchiridion.” Then,
answer the questions
that follow.

B3/C1 B3/C1
Distinguish a. Identify which
generalizations from statements taken
specific statements from Aeneas are
EN1-LC-ig-8.7 generalized and
EN10VC-ig-1.5/2.5 specified by writing
G (generalization) or
S (specific)

B3 b/C1 b/B4
a/C2 a
Based on this
clip that shows
Aeneas leaving
Troy with his
 father, and the
sack of Troy,
write three
specific details
and three
generalizations
B4/C2 B4/C2 that stood out the
Write generalizations a. Make a most.
on a material viewed cluster map
EN1-LC-ig-8.7 showing the
EN10VC-ig-1.5/2.5 contributions
of Rome to
D1 Differentiate the world.
nuances in meaning of F1 b. Copy some
words lines of poem on
ECAS10V-l-3 love and bring them
to class. Then, write
D2 recognize archaic one-to-two- .
meanings paragraph personal
ECAS10V-l-3b response to the
content of the poem.

F1 Compose a F1 c. Decide on a
persuasive text subject for a
expressing one’s stand persuasive text to
on an issue brainstorm for and
EN10WC-if-12.3 write a list of
statement of
assertions. Then,
research on an
opposing contention
and take note of the
supports to make
your assertion strong
explained in a three-
 paragraph persuasive
text.

F2 Formulate a F2 a. Read the

statement of opinion or “Enchiridion” again
assertion and in your own
EN1OWC-lc-le-12.2 words, write down at
least five values you
have gleaned from it.
G1 Perform an oral
interpretative reading
ECAS10OL-l-3

H1 identify and use H1 b. identify and

reflexive and intensive write R if the
pronouns sentence contains
EN10G-la-27 reflexive pronouns
and I for intensive
pronouns
 CURRICULUM MAP
English Communication Arts Series (ECAS)

Program Standard The students demonstrate communicative competence through their 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 their understanding of literature and other text types for a deeper
appreciation of World Literature including Philippine Literature.

Content Standard The students demonstrate understanding of how world literatures and other text types serve as vehicles of expressing and
resolving conflicts among individual or groups; also, how to use strategies in critical reading, listening, and viewing, and
affirmation and negation markers to deliver impromptu and extemporaneous speeches.

Performance Standard The students proficiently deliver an argumentative speech emphasizing how to resolve conflicts among individuals or groups.

Unit Number 2
Unit Title Early European Literature
Number of Days 58 days

TOPICS CORE COMPETENCIES ASSESSMENTS ACTIVITIES Core Values

UNDERSTANDINGS
 AND CORE
Offline Online
QUESTIONS
Lesson 1 Students will understand A1 Analyze and  Recitation A1 a. Present  Bravery
The German Epic that: interpret information  Pair Work and research findings  Heroism
Literature from linear and Group on how medieval  Resilience
31 days 1. Concepts of good nonlinear texts hunting differs
and evil right and  Exercises and  Courage
EN10RC-lla-11/ Quizzes from today’s  Advantages of
wrong can vary EN10RC-llb-11.2 hunting using a
across cultures  Assignment skepticism
EN10RC-llc-5.4  Unit Test Venn diagram  Respect
and time.
2. Many things can  Performance task  Perseverance
influence what  Loyalty
A1 b. Complete the
societies and table with the
individuals necessary details
believe about about the number
good and evil and of girls and boys in
right and wrong each class/section
in every grade level
of one’s school
3. Literature often A1 c. Present the
reflects what a data gathered
society believes through a line of a
about right and bar graph with
wrong. Literature necessary labels
can also and details.
influence what a
society believes A1 d. Write a short
about right and report based on the
wrong conducted
4. Concepts of what population survey
is good and what
is evil affect what A2. Relate the
a society and an A2 Recall past readings present literary
individual believe
 about social with similarities to the selection with other
justice present selection texts that have
EN10RC-lf-21 similar story
Students will keep EN10RC-lg-21
considering the EN10RC-lh-21
following questions: EN10RC-li-21
1. Is good always A3 Infer the values
good and evil A3 Discriminate of the character and
always evil? between positive and determine whether
2. Why and how do negative values these are positive or
ideas about what through close reading negative
is good and what EN10RC-IIe-7.3
is evil change?
3. What effect does
the concept of
what is good/evil
and right/wrong
have on the A4 a. Determine
individual and which section/s of
society? the daily papers
A4 Employ critical is/are being read
reading first, second, third
EN10RC-llf-13.1 and so on
4. Is a code of
conduct the idea A4 b. interpret the
basis for results and write a
determining what short answer for
is right and what each
is wrong comprehension
question

A4 c. Plan a
reading program for
a semester or a year
by filling out a
 table with the
necessary details

C1 compare the
movie adaptation of
the
C1 Examine options “Nibelungenlied”
for bias in a material to its original story
viewed and discuss the
EN10VC-lld-26 reason/s behind the
EN10VC-lle-26 discrepancies
EN10VC-llf-26 between the movie
and original story

C2 Point the
meaning of bias,
then identify the
characters and the
actions that display
bias.

D1 a. identify
whether the
definitions are
D1 Give technical and technical,
operational definitions operational,
EN10V-lla-13.9 to technical with an
EN10V-lli-13.9 operational element

D1 b. Give own
technical definition
of or each given
term
 D1 c. Conduct an
experiment to come
up with own
operational
definition of each
given word.

E1 Study what an
opera is and know
the popular
examples
E1 Understand the
opera E2 Do research on
ECAS10LT-ll-l.1 the medieval
custom of hunting
to answer the
E2 Draw similarities comprehension
and differences in questions
themes of featured
selections E3 Read examples
EN10LT-llg-2.3 of German Epics
and expand the
selections through
E3 explain how the comprehension
elements specific to a questions
selection build its
theme
EN10LT-lla-14.2
EN10LT-llb-14.2
E4 Discuss how
society’s norms
E4 Explain how a influence the idea
selection may be of good and right
influenced by culture,
history, environment,
or other factors
EN10LT-llh-3

F1 formulate claims of F1 a. Research for

fact, policy, and value at least five
EN10WC-llb-13,2 examples of
claims of fact,
F1 b. Choose a policy, and value,
topic and formulate then justify the
a claim of policy categorization
and claim of value

G1 employ appropriate
pitch, stress, juncture, G1 Do readers
intonation, etc. through Theater
oral interpretation tasks presentation of a
EN10OL-lla-5 scenario from the
EN10OL-LLB-5 “Death of
Siegfried”
employing
appropriate
prosodic of speech

H1 Use expression that

affirm or negate H1 a. Work with a
EN10G-lle-2 partner to
brainstorm
 EN10G-llf-28 appropriate
EN10G-llg-28 expressions for
EN10G-llh-28 H1 b. Write own situation where
EN10G-llei28 account of one can only
Siegfried’s death partially agree
using expressions with a stated
that affirm and/or opinion
negate

H2 Review the
definitions and
correct any
grammatical errors
H2 Observe correct
grammar when making
definitions
EN10G-lla-29
EN10G-llb-29
EN10G-llc-29
EN10G-lld-29 A1/C1
 Loyalty
a. Give
 Heroism
examples of
ideas where  Bravery
A1/C1  Courage
Lesson 2 Detect propaganda propaganda
has been  Accuracy of an
The French epic ECAS10L-ll-2 information
7 days used in the
past months  Taking a stand
b. Choose a  Respect on
TV ad and intellectual
identify the property
propaganda
used
 c. Read the
pieces of
propaganda
and identify
the
technique
used

B1 assess audio and

video materials for B2 Watch a B1/B6
unsupported presentation and a. Listen to a
generalizations, discuss the clip and
prejudices, and biases. comprehension answer the
EN10LC-llg-13.3 questions comprehen
EN10LC-llh-15.3 sion
EN10LC-lli-15.3 questions
b. Watch a
video
B3/H1 presentatio
a. Match the n and note
B2 Assess the modal functions the
effectiveness of a with the sentences informatio
material viewed b. Identify whether n that are
listened to according to each underlined not present
the speaker’s purpose word or phrase is from the
EN10LC-llb-15.1 performing the clip
contact (C0 or the
metalinguistic (M)
function
B3/H1
Use discourse markers B4/H2
to signal functions of Identify whether
statements the underlined
EN10LC-LF-14.2/ clause is the cause
EN10G-li-3.6 ©, the effect (E), or
the purpose (P)

B5/E1/H3
Study the sentences
and underline the
word/s in the
parentheses to
B4/H2 complete the
Identify cause and sentences
defect relationships
EN10LC-lf-14.2/
EN8G-lla-9

B5/E1/H3
Use correct grammar
with connectives
EN10LC-lf-14.2/
EN10LT-lld-2.2.2/
EN8G-lla-9

B6 Determine
unsupported
generalizations and
exaggerations
EN10LC-llh-15.3
EN10LC-lli-15.3

C2 Use one’s previous

experience as scaffold E3 Choose articles
to the message that address C2 Watch a three-
conveyed by a material resolution of minute video
viewed conflicts between summary of the
AN10VC-llg-27 and among “Song of Roland”
individuals and and assess its
E2 Explain how a groups and note the faithfulness to the
selection may be expository, written text
influenced by culture, descriptive, and
history, environment, narrative elements E2 Discuss the
or other factors in each as well as different aspects
EN10LT-llh-3 its contributions in that influence the
constructing the theme of the
E3 evaluate articles argument literary selection
and/or piece of tackled
literature as a vehicle F1 a. Pronounce
for expressing and each French word
resolving conflicts with the help of a
between and among dictionary app
individuals and groups
AN10LT-lli-19 F1 b. Give the
meaning of each
French word

F1 c. Supply the
correct French
word to complete
the sentence
F1 Learn and use
French words
EN10WC-ll-2

F2 a. evaluate how
each introductory F4 a. determine
passage is and point which headlines of
out the specific advertisements
method conciliation have demonstrable
used and any defect (D) appeal and
that it may have emotional (E)
appeal
F2 b. List observed
facts that can lead F4 b. With a group
to certain discuss how each
conclusions advertisement uses
a certain appeal or
F2 Understand F3 Write an technique
argumentation and argumentative
debate essay that expresses
EN10WC-lla-13.1/ resolution of
EN10WC-llc-13.3 conflicts between
and among
individuals and
groups using the
expository,
descriptive, and
narrative elements
in constructing the
arguments

F3 Compose an
argumentative essay
EN10WC-llh-13
 EN10WC-lli-13

H4 b. Generate own
definitions of the
focus words while
observing correct
grammar
F4 Learn about
advertising
ECAS10WC-ll-2

A1 a. Practice
collecting citation
information by
noting the
necessary
information of the
current school
H4 Observe correct textbooks
grammar when making A1 Come up with a
definitions bibliography using
EN10G-lla-29 the complied
EN10G-llb-29 sources and include
EN10G-llc-29 one internet source  Open-mindedness
EN10G-lld-29 A2 Check the  Humor admidst of
bibliography of a adversity
book whether it  Resilience
reflects the basic  Uniqueness
A1 Acknowledge conventions  Respect of
sources described in the differences on
Prepare a bibliography discussion and perceptions and
EN10SS-lld-1.6.3 report any views
Lesson 3 discrepancies
The European A3 summarize the
Renaissance findings on the
20 days research about
plagiarism by
writing an
operational
definition of the
term and using in-
text citations to
provide credibility
of the definition

A2 Use writing
conventions to indicate
acknowledgment of
source
EN10SS-lle-1.6.4

A3 Use in-text citations

EN10SS-llg-1.6.5/
EN10SS-llf-1.6.6

A4 Understand A4/B1/B2
parliamentary a. Hold a meeting
procedure to organize a club
ECAS10RC-ll-3 b. Hold a second
B1 employ analytical meeting to ratify
listening the constitution
EN10-lle-13.2 c. Hold another
EN10LC-llf-13.2 meeting to elect
officers
B2 Assess whether the d. Hold a meeting
speaker’s purpose is to transact
achieved or not business such as a
EN10LC-llc-15.2 class picnic,
program, a fund
drive, or a
beautification
campaign
G1 Participate in a
panel discussion G1 Expand the
ECAS10OL-ll-3 process in
organizing a panel
discussion

G2 use the correct

sound of English when G2 b. Practice
delivering speeches choosing and
EN10OL-llc-3,11 drafting an
EN10OL-llD-3.11 interesting
G3/G4/G5/G6 beginning for a
a. Prepare for speech with a
G3 Observe the correct an partner
stance and proper stage extemporan
behavior when eous speech
delivering a speech to and deliver
an audience it with ease, b. Deliver an
EN10OL-lle-3.4 correct argumentat
EN10OL-llf-3.8 stance, and ive speech
confidence with ease,
while correct
maintaining stance,
 eye contact confidence
G4 Establish eye with while
contact with the audience maintainin
audience when and g eye
delivering a speech pronouncin contact
EN10OL-lle-2.6.2 g English with the
EN10OL-lif-2.6.2 sounds audience
correctly and
G5 Demonstrate pronouncin
confidence and ease of g English
delivery sounds
EN10F-llg-3.7 correctly
EN10F-llh-3.7

G6 Make and deliver

impromptu and
extemporaneous
speeches with ease and
confident
EN10F-lli-1.15
\

CURRICULUM MAP
English Communication Arts Series (ECAS)

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

Grade Level Standard He The students demonstrate communicative competence through their understanding of literature and other text types for a deeper
appreciation of World Literature, including Philippine Literature.
Content Standard The students demonstrate 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, enhancing communication public
speaking, emphasis markers in persuasive texts, different forms of modals, reflexive and intensive pronouns

Performance Standard The students compose a short but powerful persuasive text using a variety of persuasive techniques and devices.

Unit Number 3
Unit Title Using Short Stories around the World for Resolving Conflicts
Number of Days 49 days
CORE ACTIVITIES
UNDERSTANDINGS VALUES
TOPICS COMPETENCIES ASSESSMENTS
AND CORE INTEGRATION
Offline Online
QUESTIONS
Lesson 1Stories and Students will understand A1Present information  Seatwork A1/A4
Storytelling that: through nonlinear texts  Worktext
25 days EN10RC-IIc-5.4 a. Study the  Appreciation and
exercises
1. Actual events, pictograph respect for various
even historical  Pair work and of the culture, beliefs,
ones, do not have Group work countries traditions, etc
a single fixed  Assignment that lead in  Love and service
meaning. It is the  Recitation the for one’s country
storyteller who  Quiz production  Preservation of
makes meaning  Unit test of cattle. cultural heritage
out of those  Performance task Then,  Observe
events. answer the truthfulness at all
2. Once told (or writ- questions times
ten), stories can be about it
read in many A1 b./A6 a./H1
ways, which might a. In groups,
be different from prepare a
the meaning the recap on
author intended. pronouns
3. Every person is using any
both a story-teller type of
and a story reader. nonlinear
He / She can texts
choose the story (concept
he/she tell of the map, chart,
life he/she has led etc.). Then,
so far, and can prepare
choose the story oral drills
one will tell for and written
the rest of his/her exercises
life by the actions for the
he/she will take class to
answer A3 a./A7
A2Understand a./E1 a./E4
illustrations EN10RC- A2 a. Match each a./G3 a./H1
IIb-11.2 pictured dance to b.
its name In pairs,
retell chosen
A3Approach text via A2 b./A5 a./A6 fairy tale
personal significance to b. Explain the without
the reader (reader- illustration naming the
response) s of the characters
EN10RC-lllf-2.18 kinds of using only
EN10RC-lllg-2.18A2 root pronouns.
systems by Afterward,
comparing guess the
them and titles of the
identifying stories
the parts
A3 b./A4
b./A7 b./C1
a./C2/E1
b./E4 b.
In groups,
scan the
code to view
the video
clip and
analyze the
elements of
a short story
used
A3 c./A4 c./A7
c./A8/E1 c./E2
a./E4 c.
Write a short
insight on
resolving conflicts
learned from the
story, “Our Lady’s
Juggler”

A3 d./A4 d./C2
a./F1 a.
In groups, scan the
code to view the
animated short
video. Then, work
on writing
dialogues for the
video clip

A3 e./A6 c./D1
a./E4 d./H2 a.
Go over “The
Lottery Ticket”
again and identify
instances of the
three most
common
structures of
modification:
adjective-noun,
adverb-verb, and
noun-noun pairs

A3 f./A6 d./A9/E3
a./H2 b
On a sheet of
paper, write a
composition
stating what you
would do if you
did win in one
lottery game with
several mil-lion
pesos as jackpot.
Make your
descriptions come
alive by using
different structures
of modification

A3 g./A4 e./A7
d./E1 d./E4 e.
Analyze the
selection, “Adios,
Cordera!”

A3 h./E5 a./G3
 b./G5 a.
Listen as a
classmate reads A4 g./A7
samples of e./E1 e./E4 f.
sensory details With a
from the selection partner,
“My Donkey and choose a
I.” Then, mark on fairy tale and
a paper as to identify the
which of the five elements of
senses a sample the story
belongs to

A4 f./G5 b.
A4 Analyze texts via Listen carefully to
logical connection the paragraph on
ECAS10RC-III-1 root systems and
answer the
questions or fill in
the blanks with
answers lifted
from the para-
graph read

A5 Explain illustrations
from linear to nonlinear
texts and vice versa
EN10RC-IIb-11.2

A6 e./D2 a./E6 a.
Recall discussions
about similes by
answering the
 questions about it.
Then, write the
A6Approach text via objects compared
structuralist analysis n the similes
EN10RC-IIIa-22.1
A6 f./G1 a./G2
A7/E1Explain how the a./G7 a./G8 a./G9
elements of a story build a.
its theme and how it may Write and deliver
be influenced by culture, a eulogy for a
history, environment, or close relative
other factors
EN10LT-IIIe-3/
EN10LT-IIIf-3/
EN10RC-IIIe-22.5 C2 a./G4
a./G5 c.
Go online
A8/E2 and look
Evaluate literature as a for videos
source of wisdom when showing
expressing and resolving samples of
conflicts between roast and
individuals or groups and toast
nature EN10LT-IIIg-20/ speeches.
EN10RC-IIIc-22.3 Watch
the samples
A9/E3Extract the and note
author’s purpose observations
EN10LT-IIIc-
2.2.3/EN10RC-IIIc-22.3

C1 Predict a story line C2/G4 b.

from a video excerpt In a small
buzz group,
ECAS10VC-III-1 talk about
the videos
C2 Evaluate the accuracy on toast and
and effective-ness of the roast speech-
information contained in es and
the material viewed compare
observations.
EN10VC-IIIg-10 Together,
EN10VC-lllc-10 evaluate the
effectiveness
D1Form verbs into and accuracy
nouns using the suffix of the
-ment information
ECAS10V-III-1 gathered
E4 Understand the short
story (its definition and
its elements)
EN10LT-IIIa-lllb-2.2
EN10LT-IIId-14.2
E6 Explain literary
devices used
EN10LT-IVb-2.2.2

F1 Write dialogues
ECAS10WC-III-1

G1 Understand and
prepare a eulogy
ECAS10OL-III-1a
 Acceptance and
respect for
G2 Use the correct stage
differences
stance and behavior
 Live a life without
when delivering a eulogy
regrets
ECAS10OL-III-1a
  Respect for one’s
G2 Use the correct stage rights
stance and behavior
when delivering a eulogy
EN10OL-IIIa-llb-3.8

G3
Identify storytelling
techniques ECAS10OL-
III-1b

G4 Understand, prepare,
and give roast and toast
speeches G6 a./G7
EN10OL-llla- IIIb- b./G8 b./G9
3.8/EN10OL-IIId-1.4 b.
With a
G5 Listen to note and partner, give
evaluate information a
EN10LC-IIIa-16 welcome
address and
G6 Prepare and give closing
welcome and closing remark for a
remarks, and introducing supposed
a speaker event you
EN10OL-IIIe-3.9/ will organize
EN10OL-IIIg-1.10

G7 Deliver special
speeches for different
occasions EN10OL-IIIi-
1.10
EN10OL-lllg-1.10

G8 Employ the ap-

 propriate prosodic
features of speech
EN10OL-IIIc-5

A1 a. Analyze
the setting in
“Creole
Democracy”
A1 b. Create a
A1 Analyze the story map for the
elements of a short story selection “The
Lesson 2 ECAS10RC-III-2a Neck-lace” using
The Elements of a the format given
Short Story
24 days A1 c./A2 a./A3
a./A4 a. Identify
the points of view
from which the
following stories
were told

A1 d./A3 b.
Analyze the
character in
“Platero and I”

A1 e./C1 a./F3 a
With knowledge
on the different
literary criticism
frameworks, scan
the code to view
the video and try
to assess what
framework it uses
 for the review.
Mention specific
elements in the
review to support
the assessment

A1 g./A6 a./C
b./E2 a./F3 b.
Draw similarities
and differences
from the featured
selections in the
unit relative to the
A2 Identify verbal theme “Short
relationships Stories as Source
ECAS10RC-III-2b of Wisdom in
Expressing and
Resolving
Conflicts between
Individuals or
Groups and
Nature.” Then,
choose a selection
and compose a
critique for that
selection. Make
sure to
acknowledge the
sources you used
as reference

A2 b./A3 d./G1 a./

G2 a./G3 a.
Choose from the
writers studied in
the unit and
develop an
effective
introduction for
him/her. Use the
given overviews
for details. Then,
be ready to deliver
it in class

A2 c./A6 b./D1
a./F1 a.
Explain the use of
the italicized
idiomatic
expression. Then,
use each in a
sentence

A2 d./D1 b.
Match the word
pairs
in column A with
the relationships
in
column B by
drawing
connecting lines

A2 e./D1 c.
Choose the correct
word pairs that are
connected to each
 other to create an
analogy. Then,
explain in class A3 f./A6
their relationships c./C c./F3 c.
Go online
A3 e./A4 b. and research
Retell the story of for examples
“The Necklace” of different
from the limited types of
third point of view critiques.
of the husband Note
A3 Identify gender observations
relationships of
characters EN10RC-IIId-
22.4

A4 c./A5 a./F2 a.
Pretend as a
script-writer for a
play who is
converting the last
part of the story
A4Identify the point of “The Necklace”
view of a story into a script. Then,
ECAS10RC-III-2c present the script
in class

A5 Retell a story from a

different point of view
ECAS10RC-III-2d
A6 Acknowledge
sources EN10SS-IIIc-
1.6/
EN10SS-lllc-1.6.4/
EN10SS-IIIf-1.6.3
D1 d. Look for the
C1 Evaluate the meaning of each
information contained in French word
the material viewed for
literary criticism D1 e./E2 b.
EN10VC-IIIc-10 Look up the
meanings of the
D1 Write expanded South American
definitions words from the
EN10V-IIIa-13.9 selection “Creole
EN10V-IIIb-13.9 Democracy” in the
EN10V-IIIc-13.9 dictionary. Then,
EN10V-IIId-13.9 find words in
EN10V-IIIe-13.9 Filipino and
EN10V-IIIf-13.9 English that have
EN10V-IIIg-13.9 the same meaning
EN10V-IIIh- as the words
13.9EN10V-IIIi-13.9
D1 f./E2 c.
Look up the
formal definition
of the term
“democracy” in a
dictionary. Then,
write an expanded
definition of it
based knowledge
about the term as
well as personal
 beliefs

E1a.
E1 Extract the theme In the foregoing
EN10LT-IIId-14.2 story, extract the
theme by
E2 answering the
Evaluate literature as a question
source of wisdom to
express and resolve
conflicts between
individuals or groups and
nature
EN10LT-llli-20

F1 Use expressions for

giving opinions
EN10WC-Ic-le-12.2

F2 Change parts of a
story into a script
ECAS10WC-III-2

F3 Compose an
independent critique of a
chosen selection
EN10WC-IIIg-14
EN10WC-III-14

G1 Introduce a re-source
speaker
EN10OL-lllg-1.10

G2 Employ the ap-

propriate prosodic
 features of speech
EN10OL-IIIc-5

G3 Produce the sounds

of English correctly and
effectively
EN10OL-IIIh-3.11

CURRICULUM MAP
English Communication Arts Series (ECAS)

Program Standard The students demonstrate communicative competence through their 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 their understanding of Philippine Literature and other
texts types for a deeper appreciation of Philippine Culture.

Content Standard The students demonstrate understanding of how world literature and other text types serve as instruments to resolve
social conflicts, also how to use the language of research, campaigns and advocacies

Performance Standard The students competently present a research report on a relevant socio-cultural issue.
Unit Number 4
Unit Title Appreciating Poetry and Other Literary Types
Number of Days 53 days
TOPICS CORE COMPETENCIES ASSESSMENTS ACTIVITIES VALUES
UNDERSTANDINGS INTEGRATION
AND CORE Offline Online
QUESTIONS
Lesson Students will B1Listent to  Recitation B1/E2  Creativity
1Poetry understand that: recognize  Pair work and a.Fill out a chart with  Happiness
19 days 1.We can learn to information to review Group work one’s prior knowledge  Contentment
interpret by studying and update  Exercises and about poetry  Courage
literary devices such as knowledge quizzes  Deep love between
figurative language, EN10LC-IVa-16 b. Listen to an audio
 Assignment clip on the a father and a child
musical devices,  Unit test  Fairness
symbol-ism, theme, and elements of poetry
 Performance and fill out the  Justice
tone that poets use to task chart with  Sympathy
convey messages
2.No form of literature definitions/descrip
is better than others. A tions
writer determines what E2 c. Identify the poetic
form is best for elements of a chosen
communicating his/her poem
message
3. B2/E1 B2 b. / E1 a.
The information Identify and Classify the poems either
we gather from appreciate Lyric or NarrativeB2 b. /
our research may the different kinds of E1 b. Paraphrase and
not always be poetry summarize the passages
credible, relevant, Paraphrase and
or unbiased. It summarize
is important to Poetic passages
seek out different EN10LC-IIIg-14.3
points of view to EN10LT-IVa-2.2.2
create a balanced EN10LT-IVb-2.2.2
understanding of a
topic E2 Identify the
elements of poetry
Students will keep EN10LT-IVa- E3 Describe what one
considering the 2.2EN10LT-IVb-2.2 has visualized about
following questions: the content of the
1.Can we really fully E3 Express descriptive passages
understand poetry? appreciation for
2.What is the best form sensory images
of literature? EN10LT-IVa-2.2. E4 a. Identify the
3.Are all pieces of sense in a poem
research information
equally useful? E4 b. Determine how
effective meter is
when analyzing a
poem
E4 Explain literary E4 c. Analyze
devices used how sound of poetry
EN10LT-IVb-2.2. help to deliver the
message of a poem

E5 a. Choose the words

 that sound pleasant and
E5 Determine tone, those that sound
mood, technique, and unpleasant
purpose of the author E5 b. Identify the moods
EN10LT-IVc-2.2.3 in which each statement
is uttered

E5 c. Deepen vocabulary
with the use of imagery
and mood of poetry

E5 d. Pick out the images

in a selected stanza,
decide whether they are
details of sight, sound,
hearing, smell, or taste,
and come up with a word
or phrase that tells the
main idea of the stanza

E6 Identify the E6 Decide on the two

figures of speech things being
EN10LT-IVb-2.2.2 compared in each of
the metaphors and
similes statements
and determine if the
image is effective
G1 Produce the
sounds of English G1 Conduct a Choral
correctly and Recitation of a poem
effectively when
reading G2 a. Identify the
 EN10OL-IVd-3.11 adjectives used to
describe the rhythmic
G2 Use the correct pattern of the passagesG2 b. Read aloud a
prosodic features of poem, emphasizing
speech when reading the basic rhythm of
a poem. Describe the poem
rhythmic patterns
EN10OL-IVe-
5EN10OL-IVf-

A1 a. Watch a video
A1 Prepare the re- and take down notes  Credibility
search paper the steps on how to  Reliability
Lesson 2 EN10SS-IVe-2.3 start a research paper  Resourcefulness
The Essay EN10SS-IVh-2.  Optimism
and the 3EN10SS-IVi-2.3 A1 b. List five  Patience
Research possible topics for a  Duties to one’s
Paper research report family
15 days
 Women’s right
A1 c. Read the topics and
 Patriotism
determine whether it is
too broad or narrowed in  Equality
scope
A1 d. Narrow down the
A2 Get vital topics A2 Get information
information from from credible cites
various websites on such as websites of
the Internet the government,
EN10SS-IVb-1.7 universities, reputable
media outlets, and
online dictionaries
and encyclopedias

A3 Prepare an
annotated A3 a. Prepare an
bibliography annotated bibliography of
EN10SS-IVg-1.6.3 at least five sources of
information about the
research topic

A3 b. Make an annotated
list of two nonfiction
books on the topic of
one’s research

A3 c. Write AL or AT to
tell which book is being
referred to in the
statement

A4 a. Use the card

A4 Use various catalog to
references and search for the resources
acknowledge sources needed for the research
properly A4 b. Use the
ECAS10SS-IV-1 encyclopedia for the
research paper

A4 c. Get a newspaper in
English and write an
annotated list of three
articles or columns
A4 d. Get information
from resources per-sons
through an interview

A4 e. Have at least five

 sources (reading sources
or interview) for the
research paper and
include at least one direct
quotation

A5 Delineate the
difference between facts
A5 Distinguish facts and beliefs and determine
from beliefs when to cite a belief in a
EN10RC-IVd2.1 research paper

A6 Assess the accuracy

A6 Evaluate the and credibility of the
accuracy of information that will be
information cited in the research
EN10RC-IVe-15.1 paper
A7 a. Organize all the
A7 Synthesize information collected and
essential information use only those relevant to
and draw conclusions the research paper
about an issue A7 b. Draw conclusions
N10SS-IVc- and take a stand based on
1.8/EN10RC-IVf- the systematically
2.12 ordered information
A8 Study the format of
endnotes entries and
apply it to the research
paper

A8 Follow the
correct format for the
endnotes and
bibliography
EN10SS-IVd-1.6.4 D1 Match the research
terms with their meanings
D1 Get familiar with
technical terms used
in research
EN10V-IVa-30
toEN10V-IVi-30 F1 a. Choose the more
appropriate title for a
F1 Understand the given topic
essay F1 b. Identify the
ECAS10WC-IV-1 sentences that can be
found in an informal
essay
F1 c. Write a first
paragraph of an essay
using any of the
suggested beginning
sentences

F2 a. Prepare an outline
for the research paper
F2 Expand ideas F2 b. Study a sample
using principles of skeleton outline and
cohesion and answer the
coherence comprehension questions
EN10WC-IVa-14.1.1
EN10WC-IVf-14.1.1

A1 a. Find two to three  Modesty

A1 Learn about radio people who listened and  Humility
plays ECAS10RC- are still listening to radio  Discipline
 IV-2a plays and ask them about  Learning from a
their experience historical account
A1 b. Describe the  Courage
advantages and  Bravery
Lesson 3 disadvantages of listening  Heroism
Other to radio plays versus  Peace
Literary watching TV  Unity
Types
 Faith
19 days A2 a. / C2 Watch a radio
 Determination
play presentation and
A2 Understand the evaluate it according to  Creativity
drama ECAS10RC- the elements of drama
IV-2b and assess its success on
how well one understood
the story and how much
one enjoyed it
A2 b. / B1 / C1 Answer
the comprehension
questions and sketch a
floor plan of the stage

A3 Take any novel and

A3 Understanding analyze it according to
the novel the literary standards of a
ECAS10RC-IV-2c novel
A4 Expand a sample
historical account with
A4 Understand the help of
historical account comprehension questions
ECAS10RC-IV-2d

B1/C1 React
intelligently and
creatively to a video
clip
EN10VC-IIIg-
10/EN10LC-IIIe-2.9

C2 Appraise
elements of a radio
play in a material
viewed to achieve the
author’s purpose
EN10VC-IVc-IVd-2
F1 a. Identify the
F1 Write news and different features of a
feature articles newspaper
ECAS10WC-IV-2a F1 b. Cut out a news item
from a newspaper

F1 c. Convert a historical
account into a news
article
F1 d. Write a feature
article about the
important people during
the People Power
Revolution
F1 e. Make a head-line
for the news article about
the People Power
Revolution

F2 Write a film F2 a. Answer the

review ECAS10WC- questions embodying the
IV-2b role of a movie director
F2 b. Write a movie
 review of a chosen film
or a TV show

F3 Write a book review

F3 Write a book re- of a chosen book
view ECAS10WC-
IV-2c G1 Deliver a five-
minute campaign
speech to persuade
G1 Deliver a self- the audience to take
composed campaign actions favorable to
speech on one’s stand while
advocacies, social observing the
issues, and concerns prosodic features of
EN10F-IVh-16 speech and the
EN10F-IVi-16 guidelines for
delivering speeches