KIN YANG ACADEMY INC.

360-A Don P. Campos Ave., Sabang, City of Dasmarinas, Cavite

CURRICULUM MAP/GUIDE
English 8

Content Content Performance Formation Transfer Goal Learning Competencies

Standard Standard Standard

QUARTER I

Literature The learner The learner The students The students will 1. Scan for logical connectors to determine the text
African demonstrates transfers learning will become be able to type
Literary Genre understanding of: by composing aware of the independently 2. Skim to determine key ideas
 African African literature and delivering an appropriate compose an
3. Use the appropriate reading style (scanning,
chants, as a means of informative prosodic informative essay
exploring forces speech based on features that featuring use of skimming, speed reading, intensive reading etc.)
poems,
folktale that human a specific topic of serve as properly for one’s purpose
s, and beings’ content interest keeping carriers of acknowledged 4. Read intensively to determine the author’s
short with; various in mind the meaning to information purpose
stories reading styles vis proper and promote a sources, 5. Listen for important points signaled by volume,
– à-vis purposes effective use of better grammatical projection, pitch, stress, intonation, juncture, and
of reading; parallel relationship signals for opinion-
rate of speech
prosodic features structures and between man making,
Grammar that serve as cohesive devices and his persuasion, and 6. Determine how volume, projection, pitch, stress,
Stress and carriers of and appropriate environment emphasis, and intonation, juncture, and speech rate serve as
Intonation meaning; ways by prosodic and the need appropriate carriers of meaning
Idiomatic which information features, stance, of the former prosodic features, 7. Note the changes in volume, projection, pitch,
Expressions may be and behavior. to protect the stance, and stress, intonation, juncture, and rate of speech
Contextual organized, latter behaviour and that affect meaning
Clues related, and communicate
8. Use context clues from the material viewed to
Parallel delivered orally; competently
Structures determine the meaning of unfamiliar words or
expressions
Content Content Performance Formation Transfer Goal Learning Competencies
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9. Organize information from a material viewed

10. Use context clues from the material viewed to
determine the meaning of unfamiliar words or
expressions
11. Compare and contrast the presentation of the
same topic in different viewing genres
12. Determine the meaning of idiomatic expressions
by noting context clues and collocations
13. Use appropriate strategies in unlocking the
meaning of unfamiliar words and idiomatic
expressions
14. Determine the meaning of words and expressions
that reflect the local culture by noting context
clues
15. Describe the notable literary genres contributed
by African writers
16. Identify the distinguishing features of notable
African chants, poems, folktales, and short
stories
17. Explain how the elements specific to a genre
contribute to the theme of a particular literary
selection
18. Express appreciation for sensory images use
19. Determine tone, mood, technique, and purpose
of the author
20. Appreciate literature as a means of
understanding the human being and the forces
 he/she needs to contend with
Content Content Performance Formation Transfer Goal Learning Competencies
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21. Describe the notable literary genres contributed

and parallel by by understanding by African writers
structures and demonstrating and appreciation 22. Draw similarities and differences of the featured
cohesive devices a heightened of the of Philippine
selections in relation to the theme
in presenting sensitivity to Culture and those
information. the needs of of other countries. 23.Organize ideas in one-step word, phrase, and
others for a sentence outline forms
better 24. Explain how a selection may be influenced by
understanding culture, history, environment, or other factors
of man. generate ideas and their relationships
25. Arrange notes using a variety of graphic
organizers
26. Arrange notes in one-step word, phrase, and
sentence outline forms
27. Highlight important points in an informative talk
using appropriate presentation aids
28. Deliver a self-composed informative speech
29. Use parallel structures
30. Use appropriate cohesive devices in composing an
informative speech
 Content Content Performance Formation Transfer Goal Learning Competencies
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QUARTER 2
The learner The learner The learners The learners will 1. Evaluate the personal significance of a literary
East Asian demonstrates transfers learning become be able to text
poems, understanding of: by composing appreciative of independently use 2. Relate content or theme to previous experiences
folktales, and East Asian and delivering a East Asian their learning in
and background knowledge
short stories literature as an brief and creative literature as an appreciating East
 descriptive art form inspired entertainment art form Asian literature as 3. React to assertions made by the author in the
and narrative and influenced by speech featuring inspired and an art form text
texts nature; a variety of influenced by inspired and 4. Explain visual-verbal relationships illustrated in
 listening relationship of effective nature. influenced by tables, graphs, and information map found in
strategies visual, sensory, paragraphs, nature and by expository texts
 verbal, and verbal signals appropriate composing and 5. Transcode information from linear to non-linear
situational, in both literary grammatical delivering a brief
texts and vice-versa
and dramatic and expository signals or and creative
types of texts; strategies expressions in entertainment 6. Organize information in tables, graphs, and maps
irony in listening to topic speech featuring a 7. Employ appropriate listening skills and strategies
 entertainmen long descriptive development, variety of effective suited to long descriptive and narrative texts
t speech and narrative and appropriate paragraphs, 8. Infer dominant thoughts and feelings expressed
texts; value of prosodic appropriate in the text listened to
literal and features, stance, grammatical 9. Infer the theme of the text listened to
figurative and behavior signals
10. Employ projective listening strategies with longer
language; and
appropriate stories
grammatical
signals or
expressions
suitable to
patterns of idea
development.
 Content Content Performance Formation Transfer Goal Learning Competencies
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grammatical 1. Predict the gist of the material viewed based on

signals the title, pictures, and excerpts
effective
2. Discern positive and negative messages
paragraphs
 idea conveyed in a material viewed
developmen 3. Distinguish between and among verbal,
t: situational, and dramatic types of irony and give
 general examples of each
to 4. Discriminate between literal and figurative
particular language
 claim
5. Identify figures of speech that show emphasis
and
countercl (hyperbole and litotes)
aim 6. Describe the notable literary genres contributed
 problem- by East Asian writers
solution 7. Identify the distinguishing features of notable
 cause- East Asian poems, folktales, and short stories
effect 8. Express appreciation for sensory images used
 and
9. Appreciate literature as an art form inspired and
others
influenced by nature
10. Explain how the elements specific to a genre
contribute to the theme of a particular literary
selection
11. Determine tone, mood, technique, and purpose
of the author
12. Draw similarities and differences of the featured
selections in relation to the theme
13. Explain how a selection may be influenced by
culture, history, environment, or other factors
 14. Compose effective paragraph
Content Content Performance Formation Transfer Goal Learning Competencies
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15. Use a variety of techniques to introduce a topic

16. Use a variety of techniques to formulate a
conclusion
17. Develop paragraphs that illustrate each text type
(narrative in literature, expository, explanatory,
factual and personal recount, persuasive)
18. Use the appropriate prosodic features of speech
when delivering an entertainment speech
19. Use appropriate non-verbal cues when delivering
lines in an entertainment speech
20. Deliver a self-composed entertainment speech
using all the needed speech conventions
21. Maintain the interest of the audience by
delivering punch lines effectively
22. Use appropriate grammatical signals or
expressions suitable to each pattern of idea
development:
 general to particular
 claim and counterclaim
 problem-solution
 cause-effect
 and others
 Content Content Performance Formation Transfer Goal Learning Competencies
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QUARTER 3

notable The learner The learner The learner will The students will 1. Recognize propaganda techniques used in a
literary genre demonstrates transfers learning become be able to given text
understanding of: by composing communicativel independently use 2. Differentiate facts from opinions
elements Southeast Asian and delivering a y competence their leaning by
3. Utilize coping reading strategies to process
specific to a literature as persuasive through his/ composing and
mirror to a shared speech based on her delivering a information in a text
genre
heritage; coping an informative understanding persuasive speech 4. React to what is asserted or expressed in a text
strategies in essay featuring of Afro- Asian to promote a 5. Evaluate the details that support assertions in a
propaganda processing textual use of properly Literature and better relationship text
techniques information; acknowledged other texts between man and 6. Examine biases (for or against) made by the
facts and strategies in information types for a his environment author
opinions examining sources, deeper and the need of
7. Utilize coping reading strategies to process
reading features of a grammatical appreciation of the former to
listening and signals for Philippine protect the latter information in a text
strategies
listening viewing material; opinion-making, Culture and by demonstrating 8. Determine the target audience of a listening text
strategies structural analysis persuasion, and those of other a heightened and the objective/s of the speaker
structural of words and emphasis, and countries sensitivity to the 9. Employ different listening strategies suited to the
analysis propaganda appropriate needs of others for topic, purpose, and level of difficulty of the
context clues techniques; and prosodic a better listening text
sensory grammatical features, stance, understanding of
10. Judge the relevance and worth of ideas
images signals for and behavior. man.
opinion- making, presented in the text listened to
bibliography persuasion, and 11. Determine the stand of the speaker on a given
persuasive emphasis issue presented in the text listened to
speech 12. Determine various social, moral, and economic
modals issues discussed in the text listened to
13. Determine the target audience of a material
viewed
Content Content Performance Formation Transfer Goal Learning Competencies
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14. Determine the structural analysis (prefixes, roots,

suffixes)
15. Judge the relevance and worth of ideas
presented in the material viewed
16. Explain the meaning of a word through structural
analysis (prefixes, roots, suffixes)
17. Explain the meaning of a word through
contributed by Southeast Asian writers
18. Use appropriate strategies for unlocking
unfamiliar words
19. Arrive at meanings through context clues
20. Analyze intention of words or expressions used in
propaganda techniques
21. Identify the notable literary genres contributed
by Southeast Asian writers
22. Identify the distinguishing features of notable
poems, short stories, dramas, and novels
contributed by Southeast Asian writers
23. Identify the distinguishing features of notable
poems, short stories, dramas, and novels
contributed by Southeast Asian writers
contribute to the theme of a particular literary selection
24. Express appreciation for sensory images used
Content Content Performance Formation Transfer Goal Learning Competencies
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25. Explain how the elements specific to a genre

contribute to the theme of a particular literary
selection
26. Explain figurative language used
27. Appreciate literature as a mirror to a shared
heritage of people with diverse backgrounds
28. Determine key ideas, tone, and purposes of the
author
29. Identify similarities and differences of the
featured selections
30. Explain how a selection is influenced by culture,
history, environment
31. Organize information about a chosen subject
using a graphic organizer
32. Show respect for intellectual property rights by
acknowledging citations made in an informative
essay
33. Acknowledge sources by creating a bibliography
34. Show respect for intellectual property rights by
acknowledging citations made in an informative
essay.
35. Use in-text citation
36. Transcode information from a graphic organizer
to a topic or sentence outline
37. Expand the content of an outline using notes
from primary and secondary sources
Content Content Performance Formation Transfer Goal Learning Competencies
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38. Compose an informative essay

39. Use the correct sounds of English during speech
delivery
40. Observe the use of correct stress, pitch, and
juncture when delivering a persuasive speech
41. Use appropriate persuasive devices
42. Deliver a self-composed persuasive speech
43. Use appropriate verbal and non-verbal cues
when delivering a persuasive speech
44. Share ideas using opinion-marking signals
45. Use emphasis markers for persuasive purposes
46. Use modals appropriately
 Content Content Performance Formation Transfer Goal Learning Competencies
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QUARTER 4
 features of The learner The learner The learners The students will 1. Identify positions of a topic sentence
journalistic demonstrates transfers learning will become be able to 2. Identify details that support the topic sentence
writing understanding of: by composing a responsible in independently 3. Note explicit and implicit signals (like cohesive
 types of South and West variety of composing write variety of devices) used by the writer
journalistic Asian literature journalistic texts, variety of journalistic texts 4. Interpret and follow instructions, directions,
writing as an expression the contents of journalistic and give opinions notices, rules and regulations
 news report of philosophical which may be texts and be with a sense of 5. Use text type knowledge (narrative in literature,
 opinion and religious used in aware of the responsibility. instructions, explanation, factual and personal
article beliefs; composing and rights of others recount, persuasive, expository) to process
 feature information flow delivering a by being information in a text
article in various text memorized oral careful in 6. Distinguish between general and specific
 sports news types; reality, speech featuring giving opinions. statements
article fantasy, and use of properly 7. Evaluate the accuracy of a given information
 topic opinion in acknowledged 8. Draw conclusions from a set of details
selection listening and information 9. Synthesize essential information found in a given
 citing viewing materials; sources, text
sources word decoding grammatical 10. Predict what is to follow after a segment of a text
 modifiers strategies; and signals for listened to
 active and use of information opinion-making, 11. Infer thoughts and feelings expressed in a text
passive sources, persuasion, and listened to
 direct and active/passive emphasis, and 12. Raise questions about the text listened to
reported constructions, appropriate 13. Judge the relevance and worth of ideas presented
speech direct/reported prosodic in the text listened to
 past and speech, perfect features, stance, 14. Summarize information from the text listened to.
past perfect tenses, and and behavior. 15. Process speech delivered by making inferences
tenses logical connectors from what has been listened to
 logical in journalistic 16. Analyze the elements that make up reality and
connectors writing. fantasy based on a material viewed
17. Raise questions about a particular aspect of a
material viewed
18. Compare and contrast one’s beliefs/convictions with
 those presented in a material viewed
19. Raise questions about a particular aspect of a
material viewed
20. Use various strategies in decoding the meaning of
words
21. Identify the distinguishing features found in
religious texts, epics, myths, drama, and short
stories contributed by South and West Asian
writers
22. Identify notable literary genres contributed by
South and West Asian writers
23. Identify the distinguishing features found in
religious texts, epics, myths, Appreciate literature
as an expression of philosophical and religious
ideals
24. appreciation for sensory images used
25. Explain figurative language used
26. Explain how the elements specific to a genre
contribute to the theme of a particular literary
selection
27. Identify similarities and differences of the featured
selections
28. Explain how a selection is influenced by culture,
history, environment
29. Appreciate literature as an expression of
philosophical and religious ideals
30. Identify features of journalistic writing
31. Distinguish among types of journalistic writing
(news report, opinion article, feature article, and
sports news article
32. Compose journalistic texts
33. Use primary and secondary sources to develop a
topic for journalistic writing
34. Show respect for intellectual property rights by
acknowledging sources of information in
 journalistic writing
35. Use writing conventions to indicate
acknowledgement of sources
36. Use the correct production of the sounds of English
when delivering a manuscript or memorized
speech in an oration, in a declamation or in a
dramatic monologue
37. Use the correct production of the sounds of English
38. Use the appropriate prosodic features of speech like
pitch, stress, juncture, volume, and projection,
intonation and speech rate
39. Deliver a manuscript/memorized oral speech with
ease and fluency before an audience
40. Use effective non-verbal communication strategies:
gestures and body movements and eye contact,
etc.
41. Deliver a manuscript/memorized oral speech with
ease and fluency before an audience
42. Use appropriate modifiers
43. Use active and passive constructions in journalistic
contexts
44. Use direct and reported speech in journalistic
writing
45. Use past and past perfect tenses in journalistic
writing
46. Use appropriate logical connectors for emphasis

Prepared by:
MR. NANDY C. QUEQUEGAN
Subject Teacher

Checked by:
MR. RAFFY C. MARIBBAY
JHS/SHS Head Department