Department of Education

Diocese of Bayombong Educational System

SAINT JEROME’S ACADEMY OF BAGABAG INC.
San Geronimo, Bagabag, Nueva Vizcaya 3711
JUNIOR HIGH SCHOOL
CURRICULUM MAP IN ENGLISH 8
PROGRAM STANDARD: The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a
deeper
appreciation of Philippine Culture and those of other countries.

GRADE LEVEL STANDARD: At the end of Grade 8,

o The learner demonstrates communicative competence through his/ her understanding of Afro- Asian Literature and other texts types for
a deeper appreciation of Philippine Culture and those of other countries.
o The learner demonstrates communicative competence through his/ her understanding of Afro- Asian Literature and other texts types for
a deeper appreciation of Philippine Culture and those of other countries.
o The learner demonstrates communicative competence through his/ her understanding of Philippine Literature and other texts types for
a deeper appreciation of Philippine Culture and those other countries.
o The learner demonstrates communicative competence through his/ her understanding of Philippine Literature and other texts types for
a deeper appreciation of Philippine Culture.

Content Content Performance Formation Essential Learning Learning Assessment

Standard Standard Standard Understanding/ Competencies Strategies
Essential Questions
The learners The learners The learners The learners
demonstrate an
shall be able to: demonstrate: should be able to:
understanding of:
FIRST QUARTER
1. Noting Context The learner The learner 1. Excellence EU: Pre-assessment:
● Determine the ● Direct
Clues demonstrates transfers 1. Context clues are
● Language meaning of instruction ● Completing of
1.1 Example or understanding learning by used to give hints to
Explanation of: African composing and competence readers in defining a words and KWL chart
● Cooperative
1.2 Synonyms literature as a delivering an that is difficult or unfamiliar expressions
Learning ● Drills
or Restatement means of informative essential in word while reading a that reflect
1.3 Antonyms exploring speech based equitable text. the local ● Individual
learning and culture by Formative
or Contrast forces that on a specific Learning
wellbeing noting context Assessment:
1.4 Definition or human beings topic of EQ:
Explanation conntend interest outcomes. 1. What strategies did clues. ● Questioning
1.5 Cause and with; variuos keeping in you use to
Effect reading styles mind the determine unknown
1.6 Using vis – à-vis proper and words? Summative
Context Clues purposes of effective use of 2. Do you need to use Assessment:
in Defining reading; parallel a resource beyond
 Idiomatic prosodic structures and the text?
● Quiz
Expressions features that cohesive 2. Social
serve as devices and responsibility
carriers of appropriate
● Participate
meaning; prosodic
ways by which features, successfully
information stance, and in our
may be behavior. culturally
organized, and
related, and linguistically
delivered diverse
orally; and society.
parallel
structures
and cohesive
devices in
presenting
information.

2. Using
Conventions in EU:
Citing Sources 1. The student will
2.1 In-text know how to cite
● Recognize the
Citation different types of ● Recitation
2.2 Bibliographic sources and how difference Pre-assessment:
Citation citation and between APA ● Discussion
● Completing of
2.3 MLA format plagiarism align. and MLA style
in-text ● Individual KWL chart
2.4 APA format
EQ: citations learning ● Brainstorming
1. Why is it important ● Write
to give credit to our Formative
sentences
sources? Assessment:
using in-text
2. How do we know
citations with ● Oral recitation
what to cite and
the correct
when?
formatting
Summative
according to
Assessment:
APA or MLA.
3. Using Modals EU:
● Quiz
Appropriately 1. Modals tell the
3.1 Kinds of reader or listener more
Modals about the possibility,
 obligations, and
● Define modals
emphasis of an action.
and determine ● Recitation
EQ: their function Pre-assessment:
● Lecture
1. Why are modals in a sentence
● Completing of
important in ● Give the KWL chart
communicating with
different
others?
kinds of Formative
modals and Assessment:
EU:
4. Using Cohesive their
1. Cohesive devices tell ● Graded
Devices meanings
the reader what we are recitation
doing in a sentence and
help them to guide Summative
them through writing. Assessment:

EQ: ● Quiz
1. Why do we need to ● Identify and ● Socialized
use cohesive devices in Pre-assessment:
use Recitation
writing sentence or appropriate ● Completing of
paragraphs? ● Lecture
cohesive KWL chart
devices in ● Practice
sentences ● Word Splash
exercises
● Paragraph
Writing
EU:
5. Using Verbs, 1. Integrating grammar Formative
Adjectives and concepts into reading Assessment:
Adverbs and writing create ● Questioning
empowered students to
write and take risks.

EQ: Summative
1. How are the parts of Assessment:
speech distinct from ● Identify the
● Recitation ● Quiz
one another and how appropriate
do they interrelate? verbs, ● Lecture
adjectives, Pre-assessment:
2. How does the depth and adverbs ● Guided writing
of one’s vocabulary used in ● Completing of
contribute to the conveying KWL chart
 ability to read, write emotions and
● Word Splash
and speak opinions for
effectively? persuasion
Formative
● Use Assessment:
appropriate ● Sentence
verbs,
construction
adjectives,
and adverbs Summative
in expressing Assessment:
emotions and
opinions for ● Long test
6. Delivering an EU: persuasion
Informative Speech 1. Informative
speaking is a means for ● Write a
the delivery of persuasive
knowledge. In paragraph
informative speaking, using verbs,
we avoid expressing adjectives,
opinion. and adverbs.

EQ:
1. How can speaking be ● Compose an
influential? informative
speech; and ● Fluency
2. What elements are
needed for an effective ● Deliver an building
informative speech? informative ● Direct Pre-assessment:
speech. Instruction
3. Why is effective ● Brainstorming
public-speaking
considered a lifelong Formative
tool for success? Assessment:
● Speech Writing

Summative
Assessment:
● Graded speech
delivery
 SECOND QUARTER
1. 1. Visual-Verbal The learner The learner 1. Social EU: Pre-assessment:
● Identify ● Direct
Relationship demonstrates transfers responsibility 1. The purpose of
interesting Instruction ● Completing of
1.1 Exploring understanding learning by visual-verbal
● The learner facts about ● KWL chart
Chinese of: East Asian composing and relationship is to allow Graphic aids
Culture and literature as delivering a becomes the students to see the the Chinese ● Drills
Literature an art form brief and appreciative big picture easier. Written ● Recitaion
and the inspired and creative to other’s These two complement language as
culture and Formative
Great influenced by entertainment one another to make it well as
develops Assessment:
Chinese nature; speech easier for the students Chinese
Philosopher relationship of featuring a traits that to understand the spoken ● Questioning
1.2 Determining visual, variety of he can use meaning behind the language.
The role of sensory, and effective in achieving visual. By using their
Graphics verbal signals paragraphs, his goals. prior knowledge and ● Discuss the Summative
and in both appropriate their own reasoning is Assessment:
illustrations literary and grammatical an essential task in the role of
in an expository signals or visual-verbal graphics and ● Quiz
expository texts; expressions in relationship. illustrations
text strategies in topic in a text.
listening to development, EQ: Interpret
long and 1. Why are there tables, visual-verbal
descriptive appropriate graphs and maps used relationships
and narrative prosodic in an expository text? illustrated in
texts; value of features, tables,
literal and stance, and 2. How does these help graphs, and
figurative behavior. you in understanding information
language; and maps
such text?
appropriate presented.
grammatical
signals or
expressions
suitable to
patterns of
idea
development.

2. Using Opinion-
EU:
Marking Signals 1. Opinion marking
2.1 The Soul of signals are mainly used ● Read a
The Great to clarify that what Pre-assessment:
folktale from ● Direct
Bell
you’re saying is a mere China. Instruction ● Completing of
2.2 Determining
Opinion- opinion, not a definitive KWL chart
● Recitation
Markers fact. This can be any
● Understand ● Drills
word or phrase you use ● Oral reading
before you say your the values
and traditions ● Drills Formative
opinion.  Assessment:
of the Chinese
as reflected in ● Questioning
the folktale.
EQ: ● Reflection
1. In writing or giving Paper
ideas what is
important in giving
opinion? Summative
Assessment:
2. Why is it important ● Activity Sheets
to have marking
signals in opinion
writing?
3. Multi-Modal
Texts
EU:
1. It allows students to
make creative and ● Identify the
purposeful decisions similarities ● Direct
about how to and Instruction Pre-assessment:
communicate effectively differences of
information ● Drills ● Completing of
to particular audiences
presented in KWL chart
different ● Picture
multimodal analysis ● Drills
EQ:
1. What makes multi- texts ● Recitation
Formative
modal text essential
Assessment:
in learning? ● Analyze and
interpret ● Questioning
information of ● Brainstorming
 the same
topic
presented in Summative
different Assessment:
multimodal
● Quiz
text
● Activity Sheets

● Compare and
contrast
information of
the same
topic in
multimodal
4. Composing an text.
Entertainment EU:
Speech 1. The goal of an
entertaining speech is
to stir an audience’s
emotions. It connects
with the audience on
an emotional level and
keeps them engaged all ● Deliver an ● Direct
the way through.
informative Instruction
speech. Pre-assessment:
EQ: ● Paragraph
1. How do you plan and ● Completing of
Writing
organize an effective KWL chart
speech? ● Recitation
● Drills
2. What are the
characteristics of an Formative
appropriate speech Assessment:
topic?
● Questioning
5. Comparing and EU: ● Brainstorming
Contrasting 1. Comparing involves
Opinions looking at the
5.1 The Story of similarities of two or
The Aged Summative
more concepts or ideas,
Mother Assessment:
while contrasting is
 looking at the
● Speech/
differences of two or
● Read a Paragraph
more concepts or ideas.
Japanese writing
folktale ● Direct
EQ:
1. When would you be entitled “The Instruction
asked to compare and Story of the
● Recitation
not contrast? Aged Mother”
● Oral reading
2. How do we compare ● Analyze the
and contrast literature ● Drills Pre-assessment:
folktale by
from different cultures? ● Completing of
answering
comprehensio KWL chart
n questions
● Drills

Formative
6. Positive and ● Compare and Assessment:
Negative Messages EU: contrast own
6.1 Reflecting 1. Positive messages ● Questioning
opinions with
from the point out the good those
Analects of things that can happen presented in
Confucius if people follow a course the folktale. Summative
of action or if they Assessment:
follow the right path.
● Quiz
Negative arguments
● Reflect and
illustrate the bad ● Activity sheets
things that may happen react on the
if people do not follow a analects of
particular course of Confucius
action or if they do the
● Direct
wrong thing.
● Recognize Instruction
EQ: positive and ● Recitation
1. What are the primary negative
and secondary goals of messages ● Drills
negative and positive found.
messages?
Pre-assessment:
2. How do you
● Completing of
determine if the
KWL chart
messages are positive
 or negative?
● Drills
7. Delivering an EU:
Entertainment 1. Entertainment Formative
Speech speech is all about Assessment:
holding your ● Questioning
audience’s attention
and passing across
your message in a
Summative
seemingly casual
Assessment:
way.
● Activity sheets
● Deliver an
informative
EQ: speech.
1. What are the
essential components of
an effective speech?
● Direct
2. How do individual Instruction
words impact a speech? ● Fluency
building

Pre-assessment:
● Completing of
KWL chart
● Drills

Formative
Assessment:
● Observations

● Questioning

Summative
Assessment:
 ● Graded speech
delivery

Prepared by: Checked by: Verified by:

Mr. BRYLEMAR ZYRON A. BANGSALIW Ms FLOOTZ IRISH H. ORPRECIO, LPT Mrs. FORTUNATA JOSEPHINA C. CALEJA, LPT
Subject Teacher Academic Coordinator, JHS Principal