LIVING STONE INTERNATIONAL SCHOOL, INC.

Angeles City, Pampanga

Jesus first. Others second. Yourself third.

Curriculum Map in Grammar 7

A.Y. 2021-2022

Edited by:

Ms. Czarlin P. Adriano

Subject Teacher

Noted By:

Ms. Myla T. Simbulan

Area Program Coordinator

Approved by

Ms. Amelita B. Tumagoy

Principal
Course Description:

Grammar 7 is designed to help the students enhance the usage of the language to strengthen the macro skills which are the reading, writing, listening, speaking, and
viewing. This area exercises the students’ higher order thinking skills, that through their oral and written communication, they incorporate critical thinking skills in which they
involve authentic issues and experiences that are currently happening to come up into productive literary forms. Through that, learners are able to develop their flexibility and
creativity in their technical writing skills without compromising the concepts of persuasive and research writing.

Course Goal:

This course aims to build the individual student’s ability in:

● Speaking the English language in fluency and accuracy

● Incorporating the lessons learned on the different parts of speech/language.
● Writing about real or fictional events using the English language with accuracy and precision.

Course Assessment:

In order to attain the goal of the course, the students’ performance will be assessed in the following manner (as shown in the table below):
Methodologies used are the following: discovery approach, inquiry, problem-based approach

1st to 2nd 3rd

Pen and Paper (Quizzes) 25% 25%

10% SQ --- 15% LQ 10% SQ --- 15% LQ

Authentic

(Class, group, and individual 35% 30%

reading sessions, Critiques
(Book Reviews, Story
Analysis, Play prod))

Summative Exams 40% 45%

CEM Result 10%

Course Requirement:

*Persuasive Essay (Integrated with Composition, Health, and Speech)

CURRICULUM MAP IN GRAMMAR 7 for SCHOOL YEAR 2020 – 2021

(with BLENDED Teaching-Learning Approaches: Home-Based or Distance Learning, Modular, Online or Learning Management System or
LMS)
Term Period Subject Matter Content Standards/ Performance Learning Competencies Activity & Topic/Session Assessment
Standards
(Content)

Sentence and CS: The learner demonstrates Assessment 1:

Sentence Fragment communicative competence through Formative
his/ her understanding of Language a. differentiate the sentence from the Week 1: Discussion via Google assessment:
Literature and other text types for a sentence fragment; and Meet

Differences between deeper appreciation of the Philippine

Sentences and Culture. G: Students answer
Fragments b. determine the similarities between exercise page 24-A
punctuation marks that end sentences page of Lang. Lit e-
‘Sentence/sentence fragments:
Hard copy book p. 30 Lang. Lit. book and take a
Marking picture of their
Punctuation Students study groups of words completed task. They
PS: Use phrases, clauses, and and answer the questions that will submit this via
Comma Rules, sentences appropriately and follow. LMS school
TERM 1 Apostrophes, messaging board.
meaningfully
hyphens and dashes
Guide Questions:
PS: Supply other words or C: 45 minute task
 expressions that complete an analogy the students will
compose a type-
Topic(s): a. Which ones have a complete written narrative of
thought? two paragraphs (5
Parts of a PS: Use direct and reported speech
appropriately in varied contexts sentences each
Sentence paragraph), based on
b. Which ones do not express a the common topic the
complete thought? groups of words have
PS: Use the passive and active voice
Subject and in the previous task
meaningfully in varied contexts
Predicate
(Exercise page 24-A).
Discussion of lesson via video clip
titled: Grammar: Fragments. The task’s duration is
PS: Identify the genre, purpose,
Simple, Compound, 45 minutes. The
intended audience and features of https://www.youtube.com/watch?
Complex students will send
various viewed texts such as movie v=66HewSHioAo&t=217s
their completed work
clip, trailer, newsflash, internet-based
via Vsmart
program, documentary, video
messaging to be
* After viewing the clip, students scored. Scored rubric
are given a formative assessment is sent via student’s
PS: Navigate a website using or parent’s e-mail.
essential features, e.g. using headings,
links Independent work/Break work:

From the 2 hour break, students

PS: Research a topic with support are given or sent a scoring rubric
using two or three sources provided, for their independent work.
e.g. newspapers, website, video,
images, podcast, print based material

a. recognize subject and predicate; Week 2 Google Meet Assessment 1: LMS/

CS: The learner also demonstrates
 understanding of: pre-colonial
Philippine literature as a means of
connecting to the past; various
reading styles; ways of determining
word meaning; the sounds of English
and the prosodic features of speech;
non-verbal cues in oral
Sentences Purpose
communication; and types of phrases,
clauses, and sentences
Declarative
Interrogative PS: The learner transfers learning by:
showing appreciation for the literature
Imperative of the past; comprehending texts
using appropriate reading styles;
Exclamatory
participating in conversations using
appropriate context-dependent
expressions; producing English
Sentence Structure sounds correctly and using the
prosodic features of speech effectively
in various situations; and non-verbal
Simple cues in oral communication; and types
of phrases, clauses, and sentences
Compound
Complex
vsmartschool
b. identify the compound subject and Guided questions:
compound predicate; and
a. What do you remember about Students have a pen
sentences? In 1st grade, you’re and quiz via LMS:
taught that sentences are…
c. differentiate simple subject from
compound subject; simple predicate from b. Compare and contrast your
compound predicate lessons Incorporating what
they have learned
(teacher calls a student to discuss a about sentences, in
part) writing a 5-
paragraph essay
The discussion is led to the parts of about Philippine
a sentence.
Myth and Folklore
and its influence/s to
the custom and belief
* Review Lesson: pages 26-27 of of the Filipinos
Language Lit. hard copy
Given 15 minutes of the time.
Students answer exercises A and B
of the given pages.

Compound complex Assessment 1: LMS/

Students have a review on
elliptical vsmartschool
compound subject and predicate
through a Q&A activity.

Students have a pen

Guided questions: and quiz via LMS:
 a. How can we be sure if a group
of words in a sentence is a simple
compound subject or predicate?
b. Given these sentence examples,
which are the compound subject
and predicate in each of them?
1. The Earth and the sky are
common topics in Philippine
mythology.
a. use compound subject and compound
predicate; and 2. The gentle shower and warm
sunshine kindled hope for calm
peaceful days.
b. write a short a narrative of 3 paragraphs
about a chosen myth
Review discussion: page 29 of
Language and Lit.
After reading the discussion page,
students answer their assessment
page.
1. The students will
incorporate what they
have learned about
sentences, in writing
a 2- paragraph short
essay about
COVID19 awareness.
2. They will a write a
2-paragraph essay
about their ECQ
experiences
3. They will combine
the two essays into
one narrative using
all the sentences they
have recalled in this
lesson.
The rubric for this
activity is sent.
-----------

Week 3 Discussion via Google
Meet
Language Lit. pp. 74-75
LMS/ vsmartschool (Speech and
Language, Grammar)
Students recall the 4 kinds of
sentences namely Declarative,
Interrogative, Imperative and
Exclamatory through interactive
activities.
1. Pen and Paper Activity:
Write about COVID19 Awareness
using 4 kinds of sentences.
2. Read and explain the purpose of
each of your sentences.
Recalling: Page 74 of Language.
Lit. hard copy.
Read and discuss: Students
describe each sentence according
Assessment 1:
Pen and paper
integrated quiz via
LMS:
Students are given an
integrated grammar
and speech activity
wherein they are to
write short essays on
a given topic.
Assessment 2:
Create four different
types of sentence
structure based only
on the given picture.
 to its purpose

After the discussion the students

are given another pen and paper
a. determine the usage of the different activity
sentence structure;

b. write essays incorporating lessons

learned on sentence- structure

Weeks 4 and 5: Google meet/

LMS/ school.Vsmart.ph

Sentence according to Structure

Pages 26-34 of language in

literature

Students advance-read  on the

topic and discuss what they have
learned in their readings
 The Simple and Compound
Sentence.

Reference: Language in Literature

pp. 76-77

Article:

There are three basic forms of

sentences.

Agreements: A fourth kind is a combination of

one

or more of these three forms.

-Subject-verb
This classification of sentences is a
great help in writing better
sentences.
-Pronoun
Antecedent/

Simple and Compound Sentences.

Transitive and Simple Sentence. A Simple

Intransitive Verb Sentence is one which has only
one Subject and one Predicate or A
Simple Sentence is one which has
Direct/Indirect only one Finite Verb.
Object

Examples:
Objective • The dog barks.
Complement
• The kettle boils.

• Birds live in nests.

• The boys are singing.

We can add more meaning to the

sentence by including qualifiers,
objects, complements, etc.

• Sitting on a branch, the

monkey gibbered.

• The little girl was carrying

a basket on her head.

https://www.englishgrammar.org/
sentences-simple-compound

Homework:

Answer pp. 78-79 of Language in

Literature (hard copy)

Week 5: Complex and Elliptical

sentences

Lesson Reference/s: pp.80-85 of

Language and Literature (hard
copy)
 https://kiddymath.com/
worksheets/elliptical-sentence

Lecture: page 84 concept digest

Article:

An elliptical clause is a type of
dependent, or subordinate, a clause
that is missing a word or words.
Often, the missing part is a verb or
a verb phrase. ... In this sentence,
as she is the elliptical clause. If it
were a complete dependent clause,
it would be written, as she is.

he is.
What is an Elliptical Clause?
Elliptical Clause Examples and ...
www.k12reader.com
Complex Sentence:
1. A complex sentence consists of an
independent clause and two or
more dependent clauses
p. 80 Language in Literature hard
copy
 Assessment: answer pp. 81, 82,
83, and 85 of Language in
literature hard copy.

Take pictures of completed tasks

and send them via email.

a. explain how a subject and a verb agree Week 6: Discussion via Google
in a sentence; Meet

Assessment 1:
b. state a rule by which a subject and a Subject Verb Agreement
verb agree in a given sentence example;

Lesson Reference/s: Language in

c. construct sentences showing the correct Lit. (hard copy) pp. 122-125 Composition
subject and verb agreement; and (Reading
Article: Integrated)
https://www.hitbullseye.com/Subje
ct-Verb-Agreement.php pp. 126-127
d. apply correct subject and verb
agreement through a writing activity

Day 1 of Lesson: Rules 1-5 Students apply

explained. PPT presentation: correct subject and
verb agreement
through a writing
activity where
Activity: students write a new
ending to the story
Ibong Adarna.
1. Students show understanding of
the lesson by showing a slide
presentation of sentences showing
the correct subject and verb
 agreement based on the rules
given.

2. The students will answer the

exercises 122-125 of their
textbook.

Day 2 of Lesson: Rules 6-10

explained PPT presentation

Assessment:

Composition (Reading
Integrated)

pp. 126-127

students apply correct subject and

verb agreement through a writing
activity where students write a new
ending to the story Ibong Adarna.
(s)

a. use correct Pronoun-Antecedent Week 7-8: Google meet Assessment 1:

Agreement;
Pronoun antecedent/agreement Book Activity pages

b. apply rules in constructing sentences
showing correct agreement of pronoun
and antecedent;
c. answer activities on correct usage of
pronoun-antecedent agreement; and
d. create sentences appropriately
160-163
(Reference: Language in Reading
159-164
Assessment 2:
Article:
Page 164 (EDSA
"People" is the antecedent because Revolution;
"people" is the noun to which integrated with
"they" refers. What is pronoun- Composition class)
antecedent agreement? Pronoun
antecedent agreement is when the
pronoun agrees in number
(referring to singular or plural) and
person (referring to first, second,
or third person) with its
antecedent.
Online Writing Lab - Pronoun-
Antecedent Agreement
Usage - Pronoun-Antecedent
Agreement
A pronoun is a word used to stand
for (or take the place of) a noun.
* A word can refer to an earlier
noun or pronoun in the sentence.
 https://webapps.towson.edu/

Discussion of Rules on
Pronoun/Antecedent Agreement

First Term Exams:

Via Exam.net

Term Period Subject Matter Content Standards/ Learning Competencies Activity & Topic/Session Assessment
Performance Standards
(Content)

TERM 2 Nouns and CS: a. define what a verb is; Weeks 1-2: Discussion via Google Assessment 1:
Noun Signaling Meet
Devices Demonstrates Book drill pp. 197,201, and 208
understanding of how world b. correctly differentiate between
literature and other text transitive and intransitive verbs/ Links for online reference(s):
types serve as ways of direct and indirect object;
expressing and resolving Assessment 2:
personal conflicts, also how
to use strategies in linking https://www.grammarly.com/blog/ Create a 150-word essay about any-
c. distinguish the rules of health related issues. Make sure to
textual information, transitive-and-intransitive-verbs/
transitive and intransitive verbs/ highlight the verbs and objects used
repairing, enhancing
communication public direct and indirect object; (TV/ITV; DO/IDO)
speaking, emphasis markers https://www.englishgrammar.org/direct-
in persuasive texts, different indirect-objects-2/#:~:text=The%20direct
forms of modals, reflexive b. determine the correct usage of
the sentence; and %20object%20is%20the,action
and intensive pronouns.
%20mentioned%20in%20the
PS: %20sentence.&text=The%20indirect
 The learner composes a c. write sentences appropriately
short but powerful
persuasive text using a
variety of persuasive a. understand and identify the
techniques and devices. Objective complement in the
sentence;
b. create sentences with objective given in the class.
complements; and
c. apply the use of objective
complements in writing and
daily conversation; and
d. construct sentences
appropriately
a. recognize nouns through
noun-signaling devices;
b. recognize other noun-
signaling devices using A and
An correctly;
c. determine the different noun-
signaling devices;
Kernel d. share experience with a
Sentences and partner; and
%20object%20identifies%20the,usually
%20a%20person%20or%20thing.
Week 3-5 Google Meet Drill 1:
The students will supply objective
complements on 5 sentences that will be In not less than 150 words, give
ways on how to keep the
environment clean.
Links for online reference(s): Assessment 2:
Book drill pp. 250
https://benjamins.com/catalog/
ijcl.11.3.07flo#:~:text=A%20signalling
%20noun%20is%20potentially,process
%2C%20reason%2C%20result%20etc.
Weeks 6-8 Google Meet Drill 2:
Book drill: pp. 288
Discussion about Recognizing Nouns
Through Signaling Devices
Drill 3:
A video clip about nouns will be flashed give sample sentences using the
on screen. Guided questions will be given noun signaling devices
to determine the topic.
Guided questions: Drill 4:
a. What have you noticed in the video? Pair-work/ Dyad: Share the most
embarrassing moment in your life.
Embedded b. What is the presentation all about? From that conversation, pick out the
Clauses nouns and noun-signaling devices
e. give sample sentences using c. Determine the relation of the video clip used. List them down via Google
the noun signaling devices to our lesson docs.
d. etc.

Links for online reference(s):

https://benjamins.com/catalog/
ijcl.11.3.07flo#:~:text=A%20signalling
%20noun%20is%20potentially,process
%2C%20reason%2C%20result%20etc.

https://www.worldclasslearning.com/
english/determiners.html

https://ifioque.com/parts-of-speech/
nouns/noun-signals

Weeks 9-11: Discussion via Google

a. formulate meaningful kernel Meet
Direct and sentences; Assessment 1:
Reported
Speech b. apply knowledge of language Book drill: pp. 376-379
to understand how language Discussion about Formulating Meaningful
functions in different contexts, to Kernel Sentences
make effective choices for
meaning or style;

c. compare and contrast kernel

sentences and embedded clauses;
and
 Links for online reference(s):
d. create sentences appropriately
https://www.slideshare.net/Matzz64/
kernel-sentence#:~:text=A%20KERNEL
%20SENTENCE%20%E2%80%93%20is
%20a%20simple%2C%20active%20and
%20declarative%20sentence
%20.&text=The%20subject%2C%20the
%20doer%20of,first%20in%20the
%20sentence%20structure.

https://www.thoughtco.com/kernel-
sentence-transformational-grammar-
1691091

a. determine Direct speech and Weeks 12-13: Discussion via Google Assessment 1:
reported speech; Meet

Book drill: pp. 495

b. distinguish direct speech to The students will be given a direct speech
reported speech sentences and they must transform it into
reported speech
c. transform direct speech into
reported speech

Links for online reference(s):

 Second Term Exams:

Via Exam.net

Using
compound and
blended words

Inferring the
meaning of
compound
words

Term Period Subject Matter Content Standards/ Learning Competencies Activity & Topic/Session Assessment
Performance Standards
(Content)

TERM 3 Topic(s): CS: a. determine the misplaced Weeks 1-3: Discussion via Google Assessment 1:
modifier and dangling modifier Meet
Dangling and Demonstrates in a sentence; Group work via break-our room:
Misplaced understanding of how world Arrange correctly each comic strip
Modifiers literature and other text with dangling and misplaced
types serve as ways of The students will determine if the modifier.
expressing and resolving b. differentiate misplaced and sentences have misplaced/ dangling
personal conflicts, also how dangling modifiers; modifiers. Let the students correct each
to use strategies in linking
sentence.
textual information, Drill 1:
repairing, enhancing
communication public c. locate the misplaced and Book drill pp. 589-590
speaking, emphasis markers dangling modifier in a sentence; The students will formulate their own
in persuasive texts, different and sentences correctly
forms of modals, reflexive
and intensive pronouns.

d. create sentences correctly. Links for online reference(s):

PS:

The learner composes a

short but powerful https://www.scribbr.com/language-
persuasive text using a rules/modifiers/#:~:text=Both%20terms
variety of persuasive %20refer%20to%20modifiers,missing
techniques and devices. %20from%20the%20sentence
%20altogether.

a. determine the types of Week 4-6 Google Meet

conjunctions: Subordinating,
coordinating and Correlative Assessment 1: Detective
Conjunctions
 conjunctions; Game: Bring me, Act me

Ten representatives will be grouped into The students will be grouped into
two (five members per group). One by four. Sentences with missing
Topic(s): b. extract conjunction in a each group will play every round. The conjunctions will be given and they
paragraph and create new players will bring the different pictures of have to supply the missing word by
Conjunctions: sentences based on the extracted face expressions that is hidden in each finding the conjunctions in an
Subordinating, conjunctions; corner of the room. The player will article, magazine, or newspaper
imitate the expression shown in the provided by the facilitator (teacher).
Coordinating
c. appreciate the importance of picture. The fastest player to find and do The fastest group to finish the task
and Correlative
the conjunctions in written and the task will get the point. (check the sentences and
Conjunctions
daily conversation; conjunctions) will be declared as the
winner.

d. Construct their own sentences Links for online reference(s):

using conjunctions
https://www.grammar-monster.com/ Assessment 2:
lessons/
conjunctions.htm#:~:text=Conjunctions Create 15 sentences with its
%20are%20words%20used%20to,an appropriate structure and
%20adjective%20with%20another conjunction.
%20adjective.

https://www.youtube.com/watch?
v=lxbhv_T0Qgw

https://www.youtube.com/watch?
v=Twfnl0IzbfE

https://www.youtube.com/watch?
 v=tqDCvMym3bs

a. determine the use of adverb Weeks 7-9 Google Meet

phrase and adjective phase in a
sentence; Assessment 1:

The students will play Hangman

b. create sentences with adverb Create a 150-word essay about any

updated news (specific date will be
and adjective phase correctly; The students will construct sentences with given during the virtual class
and its appropriate structure. They will session). Do not forget to highlight
determine the adjectives and adverbs in the key terms (adjectives and
the sentences. adverbs).
c. value the importance of adverb
Assessment 2:
and adjective phrase in a
sentence and in daily writing. Quick game via Kahoot

Book drill pp. 523 (Language in

Literature
Links for online reference(s):

Topic(s):
Book drills pp. 38-42 (Grammar and
Sentence and https://study.com/academy/lesson/how-to- Writing Workbook)
Paragraph identify-use-adjectival-adverbial-
Basics: phrases.html#:~:text=An%20adjectival
%20phrase%20is%20one,one%20that
%20modifies%20a%20verb.
Adjective and
Adverb
phrases https://www.englishgrammar101.com/
module-7/prepositions/lesson-8/adjective-
or-adverb-prepositional-phrases
 http://www.grammar.net/adjectiveadverb

a. determine the types of verbs; Weeks 10-12: Discussion via Google

Meet
Assessment 1:

b. appreciate the importance of Book drill pp. 125 and 127

the verb tenses in daily Group Work: Act The Verb (Grammar and Writing workbook)
conversation;

The students will be given a word and Assessment 2:

c. use the appropriate tense of they must act them out so their team will
verbs in sentences; and identify the word and identify their tense. Create a 150-word essay about any-
social issue. Make sure to apply the
Topic(s): correct tenses of the verbs.

Tenses of the d. create an essay using the

Verbs: appropriate tenses of the verbs
Links for online reference(s):
● Simple https://academicguides.waldenu.edu/
tense writingcenter/grammar/verbtenses
● Present
Perfect
tense
https://www.grammarly.com/blog/verb-
● Progress
ive tenses/
Tense

Third Term Exams:

Via Exam.net