K to 12 Curriculum Guide version as of December 2012 – ENGLISH 1
Republic of the Philippines Department of Education
DepEd Complex, Meralco Avenue Pasig City
December 2012
K to 12 Curriculum Guide
ENGLISH (Grades 7 to 8)
K to 12 Curriculum Guide version as of December 2012 – ENGLISH 2
GRADE 7
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: The learner demonstrates communicative competence through his/ her understanding of Philippine Literature and
other texts types for a deeper appreciation of Philippine Culture.
DOMAINS OF
LITERACY
CONTENT STANDARD PERFORMANCE
STANDARD LEARNING COMPETENCIES
Listening
Comprehension
Quarter 1
The learner demonstrates understanding of how stress, intonation, phrasing, pacing, tone
and non-verbal cues
serve as carriers of
meaning that may aid or
interfere in the message
of the text listened to
Quarter 1
The learner accurately produces a matrix of comparison using the verbal and non-verbal cues to determine the meaning of the messages listened to.
Quarter 1
determine how stress, intonation, phrasing, pacing, tone and non-verbal cues serve as carriers of meaning that may aid or interfere in the message of the text listened to
Recognize differences in voice levels and speech patterns.
Explain the influence of differences in tone and accent patterns in understanding a message.
Listen for important points signaled by shifts in stress and intonation.
Determine how pitch, phrasing, and pacing affect understanding of a message.
Determine the effect of facial expressions and eye contact in understanding a message.
K to 12 Curriculum Guide version as of December 2012 – ENGLISH 3
Determine the effect of posture and bodily gestures in understanding a message.
Distinguish between and among the functions of non-verbal cues: repetition, contradiction, substitution, complementation, and accentuation.
Quarter 2
The learner demonstrates understanding of how to use active listening strategies to suit one’s purposes, audience, familiarity with the topic and level of difficulty.
Quarter 2
The learner independently prepares a non-linear/pictorial representation of the meaning or message of a short text listened to.
Quarter 2
use active listening strategies based on purposes, familiarity with the topic and level of difficulty of short texts listened to
Note specific elements of the text listened to
Determine the order of significant events/ideas in the text listened to
Recognize key ideas or turning points in the text listened to
.
Note specific words or expressions that signal or emphasize important details in the text listened to
Determine the tone and mood of the speaker or characters in the narrative listened to
Note familiar and unfamiliar details from the listened to
Formulate assumptions or predictions about the contents of the texts
Infer appropriate responses to listening guide questions
Infer the purpose of the listened to vis-à-vis the author’s
K to 12 Curriculum Guide version as of December 2012 – ENGLISH 4
background
Quarter 3
The learner demonstrates understanding of the different listening strategies employed to suit one’s purposes for listening, audience, familiarity with the topic and the level of difficulty of the simple informative text.
Quarter 3
The learner clearly explains a process in a simple informative text listened to using a flowchart, tree diagram, etc.
Quarter 3
use different listening strategies based on purposes, with the topic familiarity, and level of difficulty of simple informative texts and narrating short accounts
Note specific details of the text listened to
Determine the order of ideas or how the ideas are organized in the text listened to
Recognize main points and supporting ideas in the text listened to
Note specific words or expressions that signal or emphasize details of the text listened to
Listen to determine steps in a process in informative texts
Determine the information map suited to different text types, e.g. flowcharts (for narratives, processes, etc.), tree diagrams (for classifications and enumerations), and Venn diagram or grid (for comparison)
Identify the persons speaking and addressed, and the stand of the speaker based on explicit statements made
Formulate assumptions or predictions about the contents of the narrative texts
Quarter 4
The learner
demonstrates understanding
of the varied communication
Quarter 4
The learner performs an enhanced rendition of a
Quarter 4
listen to appreciate communication roles, expectations and intentions in specific communicative contexts or situations
K to 12 Curriculum Guide version as of December 2012 – ENGLISH 5
roles, expectations and
intentions in specific
communicative contexts or
situation for appreciation.
listening text Note the roles and expectations of each speaker in intimate and consultative situations.
Note the roles and expectations of each speaker in casual, conversational, or informal situations.
Note the roles and expectations of each speaker in formal situations.
Determine the intentions of speakers by focusing on their unique verbal and non-verbal cues and quality of participation.
Predict the outcomes of a verbal exchange listened to and their possible effects on the speakers and their relationships.
Express appreciation for entertaining texts (anecdotes, jokes, fables, myths, tales) by recognizing the punch lines
Oral Language
and Fluency
Quarter 1
The learner demonstrates understanding of the use of stress, intonation, phrasing, and pacing in reading short written passages aloud and engaging in interpersonal communication to meet the needs of an oral communication situation.
Quarter 1
The learner comprehensively presents a structured conversation observing correct prosodic patterns.
Quarter 1
use the right stress, intonation, phrasing, and pacing when reading short written passages aloud and engaging in interpersonal communication
Use appropriate volume and enunciation that meet the needs of an oral communication situation.
Observe correct pronunciation of critical vowel and consonant sounds.
Observe the right syllable stress pattern in three categories: two-syllable word stress, compound noun stress, and words with stress derived from suffixes.
Observe the right sentence stress using the Rhythm Rule guidelines for both stressed and unstressed words.
K to 12 Curriculum Guide version as of December 2012 – ENGLISH 6
Distinguish between and among the rising-falling intonation, rising intonation, and non-final intonation patterns.
Observe the right phrasing and pacing when reading texts or passages aloud or participating in conversations.
Observe the right oral language conventions when inquiring about, summarizing, or reacting to what has been listened to/read or observed.
Quarter 2
The learner
demonstrates understanding
of how to use appropriate
verbal and non-verbal turn-
taking/giving and topic control
strategies while participating
in dialogs and interviews .
Quarter 2
The learner skillfully conducts a structured interview to get opinions about current issues.
Quarter 2
Use appropriate verbal and non-verbal turn-taking, turn-giving, and topic control strategies while participating in dialogues and interviews
Express needs, opinions, feelings, and attitudes in explicit but polite ways
Use appropriate turn-taking cues at the level of words, phrases, clauses, and sentences
Vary the organization of interaction using the three-ordered options: current speaker selects next speaker; next speaker self-selects as next; or current speaker continues
Use appropriate verbal and non-verbal turn-giving cues
Use appropriate topic control strategies to expand one’s responses, to emphasize a point, and to evade possible misinterpretations
Use a variety of ways to strike a conversation, introduce a topic, and terminate a conversation
Ask and answer different types of questions in a dialogue
K to 12 Curriculum Guide version as of December 2012 – ENGLISH 7
or interview.
Use a variety of expressions to affirm, to negate, to see further clarification, and to summarize points in a dialogue or interview
Quarter 3
The learner demonstrates understanding significant human experiences in relation to the ideas presented in the literary or expository reading, listening, or viewing selections.
Quarter 3
The learner presents an excerpt of a play highlighting significant human experiences.
Quarter 3
explain orally significant human experiences and ideas based on literary or expository reading, listening, or viewing selections in unrehearsed and rehearsed individual and group modalities
Narrate specific personal experiences related to the ideas presented in a selection.
Compare and contrast ideas presented in a selection or a set of related selections.
Give meaningful comments and insightful observations based on ideas presented in a selection.
Express agreement or disagreement with ideas presented in a selection.
Talk about why and how people react differently to a text listened to, read, or viewed based on one’s background knowledge, purpose, and point of view.
State the effect of a text listened to, read, or viewed to one’s value system.
Present points of view and opinions concerning the message of a selection in creative oral means.
K to 12 Curriculum Guide version as of December 2012 – ENGLISH 8
Provide suggestions in addressing controversial, problematic, or debatable ideas, issues, or concerns in a selection.
Quarter 4
The learner demonstrates
understanding of how to
disseminate information
obtained from mass media to
express needs, opinions,
feelings and attitudes.
Quarter 4
The learner delivers an informative talk using multi-media to highlight important points.
Quarter 4
Ask for and give information, express needs, opinions, feelings and attitudes explicitly and implicitly in an informative talk
Express needs, opinions, feelings, and attitudes in explicit but polite ways
Use appropriate turn-taking cues at the level of words, phrases, clauses, and sentences
Vary the organization of interaction using the three-ordered options: current speaker selects next speaker; next speaker self-selects as next; or current speaker continues
Use appropriate verbal and non-verbal turn-giving cues
Use appropriate topic control strategies to expand one’s responses, to emphasize a point, and to evade possible misinterpretations
Use a variety of ways to begin a panel discussion, introduce the discussion topic, summarize the discussion, and terminate the discussion
Ask and answer different types of questions in a panel discussion
Use a variety of expressions to affirm, to negate, to see further clarification, and to summarize points in a panel discussion
K to 12 Curriculum Guide version as of December 2012 – ENGLISH 9
Vocabulary
Enhancement
(Subsumed in all
domains)
Quarter 1
The learner demonstrates understanding of the appropriate use of familiar, colloquial, and idiomatic expressions in different communication situations.
Quarter 1
The learner appropriately uses expressions: familiar, colloquial, idioms in a casual or informal
conversation/
dialogues.
Quarter 1
Establish semantic relationships of words as well as familiar, colloquial, and idiomatic expressions.
Determine words or expressions in a selection that are similar or opposite.
Determine words or expressions in a selection that have causal or associative relations.
Determine words or expressions in a selection that have time (temporal) or place (locative) relations.
Distinguish between familiar and colloquial expressions commonly used in casual or informal conversations.
Distinguish between colloquial language and slang.
Use appropriate idiomatic expressions in a variety of basic interpersonal communicative situations.
Select an appropriate familiar, colloquial, or idiomatic word or expression as a substitute for another word or expression.
Explain why familiar, colloquial, and idiomatic expressions are used more often in oral communication.
Quarter 2
The learner demonstrates understanding of the various academic and figurative language to enable him/her to
Quarter 2
The learner creatively prepares a scrapbook of poems and other texts highlighting figurative language.
Quarter 2
Establish semantic relationships of words including figurative and academic language.
Distinguish between literal and figurative expressions.
Identify figures of speech that show comparison (simile,
K to 12 Curriculum Guide version as of December 2012 – ENGLISH 10
understand underlying meanings of selections read or passages listened to.
metaphor, and analogy).
Identify figures of speech that show contrast (irony, oxymoron, and paradox).
Identify figures of speech that show emphasis (hyperbole and litotes).
Differentiate figurative language from academic language.
Explain the three functions of academic language: to describe complexity, to describe higher order thinking, and to describe abstraction.
Quarter 3
The learner demonstrates understanding of collocations as a means of expressing one’s self and clustering words to widen one’s vocabulary that will aid in meaningful and worthwhile communication.
Quarter 3
The learner accurately presents semantic organizers to show categorization and clustering of words or expressions.
Quarter 3
Identify collocations and arrange words or expressions in categories and clusters.
Identify collocations used in a selection.
Identify the common forms of collocations: (a) adverb + adjective, (b) adjective + noun, (c) noun + noun, (d) noun + verb, (e) verb + noun), (f) verb + expression with preposition, and (g) verb + adverb.
Explain why collocations are useful in making the meaning of expressions clearer.
Determine words or expressions in a selection with genus-species (hyponymous) relations
.
Determine words or expressions with part-whole (partitive) relations
Devise categories and sub-categories to cluster ideas.
K to 12 Curriculum Guide version as of December 2012 – ENGLISH 11
Use a variety of semantic organizers to show categorization and clustering of words or expressions.
Quarter 4
The learner demonstrates understanding of analogies and word clines that helps in determining relationship of words and expressions within a passage and in enriching one’s vocabulary.
Quarter 4
The learner proficiently writes a version of a passage or dialogue using vocabulary in specific fields and for different purposes.
Quarter 4
Analyze analogies and arrange words or expressions in clines.
Determine the relationship of words or expressions arranged in analogies.
Supply other words or expressions that complete an analogous series of words or expressions.
Identify words or expressions that have multiple meanings (homonymous or polysemous words or expressions).
Identify words or expressions used in a selection that show varying shades of meaning (gradients).
Identify common categories of clines that are useful in learning vocabulary in specific fields.
Create or expand word clines.
Explain how analogies and clines enrich one’s vocabulary.
Reading and
Comprehension
Quarter 1
The learner demonstrates understanding and appreciation of various literary and informative texts with emphasis on Philippine folk literature to develop better understanding of the human condition and the environment.
Quarter 1
The learner produces a creative compilation of Philippine folk literature and draws out in them inherent Filipino values to be presented in a
Quarter 1
Use different reading styles (scan, skim, read closely, etc.) to suit the text and one’s purpose for reading
Scan for specific information
Skim rapidly for major ideas using headings as guide
Read closely to find answers to specific questions, note
sequence of events, etc.
K to 12 Curriculum Guide version as of December 2012 – ENGLISH 12
personally preferred format.
Use non-linear visuals as comprehensive aids in content
texts
Transcode orally and in writing the information presented in diagrams, charts, table, graphs, etc.
Give the meaning of signs and symbols used (road signs, prohibited signs, etc.) and evaluate their effectiveness
Locate places and follow directions using a map
Quarter 2
The learner demonstrates understanding of the interesting accounts of people’s ideas, feelings, and values pertinent to the development of their culture and society using the most appropriate sources of information and technology with emphasis on Philippine literature in English and other text types.
Quarter 2
The learner retells a story creatively using appropriate sources of information, multimedia and technology.
Quarter 2
Use appropriate mechanisms/tools in the library for locating resources
Use the card catalogue, the online public access catalogue, or electronic search engine to locate specific resources
Get information from the different parts of a book and from general references in the library
Gather current information from newspapers and other print and non-print media
Locate and synthesize essential information found in any text
Distinguish the statement of facts from beliefs
Evaluate the accuracy of the information
K to 12 Curriculum Guide version as of December 2012 – ENGLISH 13
Draw conclusions from the set of details
Point out relationships between statements
Quarter 3
The learner demonstrates understanding of the distinct features and the development of Filipino ancient poetry, their elements and the poetic devices using the appropriate language forms and functions.
Quarter 3
The learner interpretatively and proficiently performs in a choral reading.
Quarter 3
Use ideas and information gained from previous readings and personal experiences to better understand a text
Use background knowledge or schema as basis for conjectures and hypothesis made while reading a text
Synthesize previous learnings with new insights
Use illustrations to activate background knowledge and to get a pictorial representation of what is discussed in a text
Conduct a covert dialogue with the writer as a basis for formulating and modifying hypotheses
Formulate and modify hypotheses based on information
Distinguish fact from opinion, fantasy from reality
React to assertions made in the text
Make predictions and anticipate outcomes
Quarter 4
The learner demonstrates understanding of the distinctive features of essays and other text types used by the Filipino authors to present lessons learned from experiences and
Quarter 4
The learner writes vividly a personal /reflective essay that expresses meaningful views and insights based
Quarter 4
Use varied text types to develop extensive reading skills
Interpret instructions, directions, notices, rules and regulations correctly
Make generalizations and significant abstractions from different text types
K to 12 Curriculum Guide version as of December 2012 – ENGLISH 14
personal observations.
from the different texts read.
The learner writes a summary in book report.
Distinguish between general and specific statements
Sequence/reorganize ideas or information
Cite evidences to support a general statement
Organize information read into an outline
Use structural, lexical and contextual devices in deriving the meaning of unknown words and ambiguous and information-dense discourse
Identify the sense and reference of words in reading texts for a better understanding of the selection
Literature Quarter 1
The learner demonstrates understanding of how the structure and content of various literary types (Philippine literature) reflect the ideals, beliefs, culture and experiences of the Filipino people to express one’ identity and cultural heritage.
Quarter 1
The learner proficiently compiles Philippine Folk Literature stating the values underscored in the literary pieces.
Show understanding and appreciation of various literary types e.g. stories (legends, fables, myths, folktales), poems, essays, dramas (with emphasis on Philippine literature)
Identify the elements of a literary form which distinguishes it from other literary forms: short story, poem, essay, drama
Explain the characteristics of fables, legends, myths, folktales
Point out the author’s technique for characterization
Determine the text structure of essays
Explain poetic devices, use of local color, figurative language and sensory images in literary forms
K to 12 Curriculum Guide version as of December 2012 – ENGLISH 15
Quarter 2
The learner demonstrates understanding of the distinctive features, aesthetic elements and underlying objectives of varied literary and other text types of Philippine literature better understanding of human condition and the environment.
Quarter 2
The learner interpretatively and proficiently performs in an excerpt of a play or drama highlighting human rights.
Quarter 2
Discover literature as an art form serving as a means of developing better understanding of human condition and the environment
Express appreciation of one’s identity and cultural heritage
Show appreciation for worthwhile local traditions and practices expressed in Philippine literature and the values they represent
Discover literature specifically Philippine literature as a means of highlighting human rights in varied genres
Express appreciation of literature expressive of the Filipino identity
Quarter 3
The learner demonstrates understanding of distinct features of narrative, lyric and dramatic poetry, their elements and the poetic devices in Philippine literature and other text types for better understanding of Philippine culture.
Quarter 3
The learner creatively interprets a poem through a tableau
Quarter 3
Determine the conflicts presented in literature /viewing selections and the need to resolve those conflicts in a non-violent way
Infer motives, attitudes and values of a character from what the person does (action/manner) says and what others say about him/her
Anticipate events and outcomes from a series of details or
K to 12 Curriculum Guide version as of December 2012 – ENGLISH 16
acts
Single out events that form the plot of a short story
Express appreciation of sensory images in literary forms
Quarter 4
The learner demonstrates understanding of the basic features, parts, structure, and pattern of development that make tone and style of Philippine essays to appreciate Filipino cultural values underscored in Philippine literature.
Quarter 4
The learner participates in a literary character parade showcasing Filipino cultural values and economic development.
Quarter 4
Discover through Philippine literature the need to work cooperatively and responsibly in today’s global village
Take note of Filipino cultural values underscored in Philippine literature
Show whether a literary piece affirms, modifies or changes one’s value system
Note the values underscored by the writer in literary pieces
Distinguish literature as a means of gaining vicarious experiences
Viewing
Comprehension
Quarter 1
The learner demonstrates understanding of the different text types and genres of programs to effectively derive information and make this information meaningful.
Quarter 1
The learner produces program portfolio that monitors their progress as viewers in terms of interest, preference, and reflections on individual viewing behaviors.
Extract information from a program viewed
Organize information from a program viewed
Distinguish basic genres of program viewed
Validate the information derived from the genres of the
program viewed
Observe details, sequence and relationships of events
Narrate events logically
Form mental images of the information conveyed by a
program viewed
K to 12 Curriculum Guide version as of December 2012 – ENGLISH 17
Raise questions about a program viewed
Answer the questions raised from a program viewed
Quarter 2
The learner demonstrates understanding of the various analytical and evaluative techniques employed in critical viewing.
Quarter 2
The learner produces a reaction paper of a program viewed.
Quarter 2
Grasp the message conveyed by a program viewed
Form mental images of the information conveyed by a
program viewed
React appropriately to a program viewed
Decode meaning of unfamiliar words
Follow a series of directions while viewing
Give the big ideas or key concepts from gestures of
interlocutors
Quarter 3
The learner demonstrates understanding of how viewing conventions affect the way viewers grasp, interpret, and evaluate the meaning of a program viewed.
Quarter 3
The learner writes an evaluation paper of a program viewed.
Quarter 3
Determine reality and fantasy from a program viewed
Compare television content to outside sources of information
Determine one’s own television-viewing behavior
Discuss the principles of lay outing in a viewing material
Quarter 4
The learner demonstrates understanding of how viewing conventions affect the way viewers grasp, interpret, and evaluate the meaning of a program viewed.
Quarter 4
The learner presents a review of a program incorporating viewing conventions.
Quarter 4
Discuss the principles of lay outing in a viewing material
Discriminate between and among colors and how they
symbolize ideas
Distinguish basic camera functions
Verify how symmetry provides balance
K to 12 Curriculum Guide version as of December 2012 – ENGLISH 18
Identify the concept of perspective through vantage points
in viewing
Writing
Quarter 1
The learner demonstrates understanding of written modes of paragraph development with emphasis on the basic features and kinds of paragraph development to produce a simple text.
Quarter 1
The learner writes a retell of a myth or a legend.
Quarter 1 Distinguish between oral and written modes of language use
with emphasis on their exclusive features and properties.
Compare and contrast the basic features and kinds of paragraph
Recognize the features of literary writing and academic writing
Recognize the common purposes for writing
Recognize the parts of a simple paragraph based on writing purpose
Follow steps in crafting a simple paragraph of five to seven sentences
Retell a chosen myth or legend in a series of three five-to-seven-sentence paragraphs
Revise a series of simple paragraphs in terms of content, style, and mechanics collaboratively and independently
Quarter 2
The learner demonstrates understanding of writing personal narratives and other text types using appropriate literary and cohesive devices to
Quarter 2
The learner writes a well-thought-out personal narrative revolving on a particular personal advocacy.
Quarter 2 Compose short personal narrative texts using appropriate
literary and cohesive devices.
Identify features of narrative writing.
Distinguish between and among a journal entry, an anecdote, a travelogue, a personal letter, and a blog entry
.
K to 12 Curriculum Guide version as of December 2012 – ENGLISH 19
produce a unified text. Compose a series of journal entries.
Compose an anecdote based on a significant personal experience.
Compose a travelogue.
Compose a personal letter to a friend, relative, and other people.
Compose and upload a blog entry based on a particular personal topic of interest.
Revise a piece of narrative writing in terms of content, style, and mechanics collaboratively and independently.
Quarter 3
The learner demonstrates
understanding of the features
and elements of
personal essays, and feature
articles to write for a variety
of audiences.
Quarter 3
The learner writes a
moving
personal/reflective
essay.
Quarter 3
Organize information into short written discourse using appropriate literary and cohesive devices.
Analyze the features and basic types of short written personal/reflective essays.
Distinguish between and among a capsule biography, biographical sketch, and feature article.
Organize information gathered from primary and secondary sources using a graphic organizer.
Organize information gathered from primary and secondary sources using a simple topic outline
.
Compose a capsule biography of a person interviewed.
K to 12 Curriculum Guide version as of December 2012 – ENGLISH 20
Compose a biographical sketch of an interviewed person whose backgrounds were also researched.
Compose a feature article based on a personally selected topic.
Revise a piece of short personal writing in terms of content, style, and mechanics collaboratively and independently.
Quarter 4
The learner demonstrates understanding of how to use persuasive devices to construct basic communication materials.
Quarter 4
The learner creatively constructs basic mass communication materials such as print, radio, and TV ads and campaigns.
Quarter 4
Use persuasive devices to express opinion and to construct basic mass communication materials.
Formulate a statement of opinion or assertion.
Recognize the elements and features of print, radio, TV, and ads and campaigns
.
Use basic persuasion techniques to create a print ad and campaign: association, bandwagon, testimonials, fear, humor, bribery, intensity, and repetition.
Polish and revise the components of a persuasive material in terms of content, style, and mechanics collaboratively
Grammar Quarter 1
The learner demonstrates understanding of the set of structural rules in English language that govern the composition of words, phrases, and clauses
Quarter 1
The learner communicates effectively in oral and written forms using the correct grammatical forms
Quarter 1
Formulate grammatically correct sentences
Observe rules on subject-verb agreement.
Observe consistent tense.
K to 12 Curriculum Guide version as of December 2012 – ENGLISH 21
to communicate effectively in oral and written forms using the correct grammatical structures of English.
and structures of English
Observe rules on pronoun-antecedent agreement.
Formulate correct simple sentences.
Formulate compound sentences.
Quarter 2
The learner demonstrates understanding of the set of structural rules in English language that govern the composition of words, phrases, and clauses to communicate effectively in oral and written forms using the correct grammatical structures of English
Quarter 2
The learner communicates effectively in oral and written forms using the correct grammatical forms and structures of English
Quarter 2
Expand grammatically correct sentences
Use correct determiners.
Use varied noun complementation forms.
Use varied verb complementation forms.
Formulate meaningful kernel sentences.
Formulate embedded sentences.
Employ a variety of cohesive devices in composing short personal narratives.
Quarter 3
The learner demonstrates understanding of the set of structural rules in English language that govern the composition of words, phrases, and clauses to communicate effectively in oral and written forms using the correct grammatical structures of
Quarter 3
The learner communicates effectively in oral and written forms using the correct grammatical forms and structures of English
Quarter 3
Formulate meaningful and grammatically correct speech forms.
Formulate meaningful question forms.
Formulate meaningful short answers.
Formulate meaningful reply questions.
Formulate direct speech forms.
Formulate reported speech forms.
K to 12 Curriculum Guide version as of December 2012 – ENGLISH 22
English Employ a variety of cohesive devices in composing short
Quarter 4
The learner demonstrates understanding of the set of structural rules in English language that govern the composition of words, phrases, and clauses to communicate effectively in oral and written forms using the correct grammatical structures of English
Quarter 4
The learner communicates effectively in oral and written forms using the correct grammatical forms and structures of English.
Quarter 4
Use simplified and grammatically corrects expressions.
Observe proper tense simplification rules.
Use appropriate auxiliary and modal verbs.
Use persuasive language forms or expressions.
Use varied adjective complementation forms.
Attitude towards
language, literacy
and literature
(Subsumed in all
domains)
Quarter 1 Quarter 1 Quarter 1
Quarter 2 Quarter 2 Quarter 2
Quarter 3 Quarter 3 Quarter 3
Quarter 4 Quarter 4 Quarter 4
Study Strategies
(Subsumed in
Reading,
Literature, and
Writing)
Quarter 1 Quarter 1 Quarter 1
K to 12 Curriculum Guide version as of December 2012 – ENGLISH 23
Quarter 2 Quarter 2 Quarter 2
Quarter 3 Quarter 3 Quarter 3
Quarter 4 Quarter 4 Quarter 4
Note: Vocabulary Enhancement, Attitude and Study Strategies are integrated in other literacy domains.
K to 12 Curriculum Guide version as of December 2012 – ENGLISH 24
K TO 12 CURRICULUM GUIDE IN ENGLISH
GRADE 8
PROGRAM STANDARD: The learner demonstrates communicative competence and multiliteracies 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: The learner demonstrates communicative competence and multiliteracies through his/ her understanding of Afro-
Asian Literature and other texts types for a deeper appreciation of Afro-Asian Culture and those of other countries.
DOMAINS OF
LITERACY
CONTENT STANDARD PERFORMANCE
STANDARD
LEARNING COMPETENCIES
Listening
Comprehension
Quarter 1
The learner demonstrates
understanding of the prosodic
features and non-verbal cues
that serve as carriers of
meaning when listening to
informative texts and longer
narratives to note significant
details.
Quarter 1
The learner accurately
produces a schematic
diagram to note and
give an account of the
important details in
long narratives or
descriptions listened
to.
Quarter 1
Recognize prosodic features: stress, intonation and pauses serving as carriers of meaning that may aid or interfere in the delivery of the message in stories and informative texts
Note prosodic features (stress, intonation, pauses) and rate of speech as carriers of meaning
Recognize changes in meaning signaled by stress, intonation and pauses
Listen to points the speaker emphasizes as signaled by contrastive sentence stress determine how stress, intonation, phrasing, pacing, tone and non-verbal cues serve as carriers of meaning that may aid or interfere in the message of the text listened to
K to 12 Curriculum Guide version as of December 2012 – ENGLISH 25
Quarter 2
The learner demonstrates
understanding on how
employing projective listening
strategies to descriptive and
longer narrative audio texts,
helps him/her to validate
information, opinion, or
assumption to participate well
in specific communicative
context .
The learner demonstrates
understanding of adjusting
listening strategies (marginal,
selective, attentive, critical) in
relation to the main purpose
of listening, one’s familiarity
with the topic and difficulty of
the text describing a process
and narrating longer stories
to suit the listening text and
task.
Quarter 2
The learner creates an
audio – video
presentation
highlighting the core
message of a text
listened to.
Quarter 2
Employ appropriate listening skills when listening to descriptive and long narrative texts
(e. g. making predictions, noting the dramatic effect of
sudden twists, etc.)
Employ projective listening strategies with longer stories
Listen to determine conflicting information aired over the radio and television
Listen for clues to determine pictorial representations of what is talked about in a listening text
Quarter 3
The learner demonstrates
understanding in validating
information, opinions, or
assumptions made by a
Quarter 3
The learner proficiently
writes an editorial
article concerning an
issue raised by the
Quarter 3
Determine the persons being addressed in an informative talk, the objective/s of the speaker and his/her attitude on the issues
Use attentive listening strategies with informative
K to 12 Curriculum Guide version as of December 2012 – ENGLISH 26
speaker to arrive at sound
decisions on critical issues.
speaker in a text
listened to.
texts
Note clues and links to show the speaker’s stand and assumptions
Listen for clues and links to show the speaker’s train of thoughts
Determine the stand of the speaker on a given issue Listen to get the different sides of social, moral, and economic issues affecting a community
Quarter 4
The learner
demonstrates understanding
of how the orchestration of
harmony, unison, rhythm and
the structure of narratives
and other text types enable
him or her to appreciate their
richness.
Quarter 4
The learner creatively
renders a choric
interpretation of a text
listened to
Quarter 4
Process speech delivered at different rates by making inferences from what was listened to
Use syntactic and lexical clues to supply items not listened to
Anticipate what is to follow in a text listened to considering the function/s of the statements made
Express appreciation for texts orally interpreted noting harmony, unison, and rhythm.
Listen to appreciate the tune and the narrative structure of ballads
Listen to appreciate harmony, unison, and rhythm in choric interpretations.
K to 12 Curriculum Guide version as of December 2012 – ENGLISH 27
Oral Language
and Fluency
Quarter 1
The learner demonstrates understanding of how to speak in clear, correct English appropriate for a certain situation, purpose and audience.
Quarter 1
The learner actively participates in a conversational dialogue about school/environmental issues or any current social concerns.
Quarter 1
Use appropriate registers to suit the intended audience, and variation in intonation and stress for emphasis and contrast
o Express feelings and attitudes by utilizing contrastive stress and variations of tone and tempo
o Use stress, intonation, and juncture to signal changes in meaning
Quarter 2
The learner demonstrates understanding of the various means on how figurative and academic language can be used in various communication settings.
Quarter 2
The learner joins actively in a panel discussion on a current issue or concern.
Quarter 2
Ask for and give information, and express needs, opinions, feelings, and attitudes explicitly and implicitly in an informative talk
Formulate responses to questions noting the types of questions raised (yes-no, wh-questions, alternative, modals, embedded)
Make inquiries
Give information obtained from mass media: newspapers, radio, television
Highlight important points in an informative talk using multi-media resources
Quarter 3
The learner demonstrates
Quarter 3
The learner proficiently
Quarter 3
Use appropriate turn-taking strategies (topic nomination,
K to 12 Curriculum Guide version as of December 2012 – ENGLISH 28
understanding of using turn-
taking strategies in extended
conversations to effectively
convey information.
conducts a formal,
structured interview
of a specific subject.
topic development, topic shift, turn-getting, etc.) in extended conversations
Interview persons to get opinions about certain issues
Respond orally to ideas and needs expressed in face-to-face interviews in accordance with the intended meaning of the speaker
Use communication strategies (e.g. paraphrase, translations, and circumlocution) to repair breakdown in communication
Quarter 4
The learner demonstrates
understanding of speech
functions and forms as
indicators of meaning.
Quarter 4
The learner
competently delivers
an informative
speech using multi-
media resources to
highlight important
points.
Quarter 4
Arrive at a consensus on community issues by assessing statements made
React to information obtained from talks
Interview persons to get their opinions about social issues affecting the community
Agree/Disagree with statements, observations and
responses made when issues affecting the community Infer the function/s of utterances and respond
accordingly taking into account the context of the situation and the tone used
Vocabulary
Enhancement
Quarter 1
The learner
Quarter 1
The learner
Quarter 1
Develop strategies for coping with unknown words
K to 12 Curriculum Guide version as of December 2012 – ENGLISH 29
(Subsumed in all
domains)
demonstrates understanding of the strategies for coping with the unknown words and ambiguous sentence structures and discourse to arrive at meaning.
creatively produces an
e-portfolio of
vocabulary illustrating
the use of varied
strategies.
and ambiguous sentence structures and discourse
o Differentiate between shades of meaning by arranging words in a cline
o Guess the meaning of idiomatic expressions by noting keywords in expressions, context clues, collocations, clusters, etc.
o Arrive at the meaning of structurally complex and ambiguous sentences by deleting expansions to come up with kernel sentences
Quarter 2
The learner demonstrates understanding of the strategies for coping with the unknown words and ambiguous sentence structures and discourse to arrive at meaning.
Quarter 2
The learner creatively
prepares a
comparative log of
academic and
figurative language
reflected in documents
with the same themes.
Quarter 2
Develop strategies for coping with unknown words and ambiguous sentence structures and discourse
o Identify the derivation of words
o Define words from context and through word analysis (prefix, roots, suffixes)
o Use collocations of difficult words as aids in unlocking vocabulary
o Arrive at the meaning of structurally complex and ambiguous sentences by separating kernel sentences from modification structures and expansions
K to 12 Curriculum Guide version as of December 2012 – ENGLISH 30
Quarter 3
The learner demonstrates understanding of the strategies for coping with the unknown words and ambiguous sentence structures and discourse to arrive at meaning.
Quarter 3
The learner creatively
produces a frequency
word list.
Quarter 3
Develop strategies for coping with unknown words and ambiguous sentence structures and discourse
o Identify the derivation of words
o Define words from context and through word analysis (prefix, roots, suffixes
o Use collocations of difficult words as aids in
unlocking vocabulary
Arrive at the meaning of structurally complex and ambiguous sentences by separating kernel sentences from modification structures and expansions.
Quarter 4
The learner demonstrates understanding of the strategies for coping with the unknown words and ambiguous sentence structures and discourse to arrive at meaning.
Quarter 4
The learner proficiently
produces a glossary
of words related to
specific disciplines.
Quarter 4
Develop strategies for coping with unknown words and ambiguous sentence structures and discourse o Identify the derivation of words
o Define words from context and through word analysis (prefix, roots, suffixes)
o Use collocations of difficult words as aids in unlocking vocabulary
Arrive at the meaning of structurally complex and ambiguous sentences by separating kernel sentences
K to 12 Curriculum Guide version as of December 2012 – ENGLISH 31
from modification structures and expansions
Reading and
Comprehension
Quarter 1
The learner demonstrates understanding of the different reading styles to suit the text and one’s purpose for reading.
Quarter 1
The learner produces a
Reading Log showing
various entries like the
choice of reading
materials, the type of
reading employed, etc.
Quarter 1
Adjust reading speed based on one’s purpose for reading and the type of materials read
Use different reading styles to suit the text and one’s purpose for reading
Scan rapidly for sequence signals or connectors as basis for determining the rhetorical organization of texts
Skim to determine the author’s key ideas and purpose by answering questions raised after surveying the text
Read closely to select appropriate details from a selection for specific purposes
Quarter 2
The learner demonstrates understanding of textual relationships using non-linear forms and graphics to obtain information from linear and non-linear texts.
Quarter 2
The learner proficiently
uses advanced
organizers/
illustrations showing
textual relationships.
Quarter 2
Evaluate content, elements, features, and properties of a reading or viewing selection using a set of criteria developed in consultation (with peers and the teacher)
Explain visual-verbal relationships illustrated in tables, graphs, information maps commonly used in content area texts
Transcode information from linear to non-linear texts and vice-versa
Explain illustrations from linear to non-linear texts and vice versa
K to 12 Curriculum Guide version as of December 2012 – ENGLISH 32
Organize information illustrated in tables, graphs and maps
Quarter 3
The learner demonstrates understanding of varied reading approaches to make sense and develop appreciation for the different text types.
Quarter 3
The learner creatively
produces a digital
chart of various text
types with clickable
features.
Quarter 3
Utilize varied reading strategies to process information in a text
Recognize the propaganda strategies used in advertisements and consider these in formulating hypotheses
Distinguish between facts from opinions
Use expressions that signal opinions (e.g. seems, as I see it)
Note the function of statements made as the text unfolds and use it as a basis for predicting what is to follow
Express emotional reactions to what was asserted or expressed in a text
Employ approaches best suited to a text
Note the functions of statements as they unfold and consider the data that might confirm/disconfirm hypothesis Examine for bias Determine the validity and adequacy of proof statements to support assertions React critically to the devices employed by a writer to achieve his/her purpose
K to 12 Curriculum Guide version as of December 2012 – ENGLISH 33
Quarter 4
The learner demonstrates understanding of how to abstract information presented in different text types and to note explicit and implicit signals used by the writer.
Quarter 4
The learner prepares
an abstract of a text
read.
Quarter 4
Utilize knowledge of the differences among text types (instructional, explanatory, recount, persuasive, informational and literary) as an aid in processing information in the selection read or viewed
Assess the content and function of each statement in a text with a view of determining the information structure of the text
Abstract information from the different text types by noting explicit and implicit signals used by the writer
Interpret instructions, directions, notices, rules and regulations
Locate and synthesize essential information found in any text
Distinguish the statement of facts from beliefs. Evaluate the accuracy of the information. Draw conclusions from the set of details. Point out relationships between statements. Distinguish between general and specific
statements.
Literature Quarter 1
The learner
Quarter 1
The learner creatively
Discover literature as a means of understanding the human being and the forces he/she to contend with
K to 12 Curriculum Guide version as of December 2012 – ENGLISH 34
demonstrates understanding of the different genres through the types contributed by Afro-Asian countries to express appreciation for Afro-Asian heritage.
and proficiently
performs in a choral
reading of a chosen
Afro-Asian poem.
Discover through literature the symbiotic relationship between man and his environment and the need of the former to protect the latter
Demonstrate a heightened sensitivity to the needs of others for a better understanding of man
Discover through literature the links between one’s life and the lives of people throughout the world
Highlight the need for a more just and equitable distribution of resources
Quarter 2
The learner demonstrates understanding of how significant human experiences are best captured in various literary forms that inspire humans to bring out the best in them.
Quarter 2
The learner creatively
compiles Afro-Asian
literary pieces as
accounts of
experiential learning.
Quarter 2
Show understanding and appreciation for the different genres with emphasis on types contributed by Asian countries (i.e. Haiku, Tanka, etc.)
Point out the elements of plays and playlets
Determine the macro discourse patterns of essays and the macro discourse signals used to establish meaning relationships in the essay
Determine the author’s tone and purpose for writing the essay
Point out how the choice of title, space allotment, imagery, choice of words, figurative language, etc. contribute to the theme Explain figurative language used
K to 12 Curriculum Guide version as of December 2012 – ENGLISH 35
Express appreciation for sensory images in literary forms
Show understanding of the text by paraphrasing passages
Quarter 3
The learner demonstrates understanding of the different genres to heighten literary competence.
Quarter 3
The learner produces a
critical review of
articles with the same
themes but different
genres.
Quarter 3
Discover Philippine and Afro Asian literature as a means of expanding experiences and outlook and enhancing worthwhile universal human values
Express appreciation for worthwhile Asian traditions and the values they represent
Assess the Asian identity as presented in Asian literature and oneself in the light of what makes one an Asian
Identify oneself with other people through literature taking note of cultural differences so as to get to the heart of problems arising from them
Quarter 4
The learner demonstrates understanding of how literature mirrors the realities of life and depicts human aspirations.
Quarter 4
The learner produces
an e-literary folio which
captures significant
human experiences.
Quarter 4
Point out the role of literature in enabling one to grow in personhood
Discriminate between what is worthwhile and what is not through literature
Distinguish as positive values humility, resourcefulness, self-reliance and the ability to look into oneself, and accept one’s strengths and weaknessess
K to 12 Curriculum Guide version as of December 2012 – ENGLISH 36
Viewing
Comprehension
Quarter 1
The learner demonstrates understanding of the different text types and genres of programs viewed to effectively derive information and find meaning in them
Quarter 1
The learner produces
program portfolio that
monitors his/her
progress as a viewer
(in terms of interest,
preference, and
reflections on individual
viewing behaviors).
Organize information extracted from a program viewed
Compare and contrast basic genres of programs viewed
Narrate events logically
Validate mental images of the information conveyed by a program viewed
Respond to questions raised in a program viewed
Quarter 2
The learner demonstrates understanding of the different text types and genres of programs viewed to effectively derive information and find meaning in them.
Quarter 2
The learner effectively
writes reactions to
movies viewed. (movie
review)
The learner presents a
review of a program
viewed.
Quarter 2
Discern positive and negative messages conveyed by a program viewed
React appropriately and provide suggestions based on an established fact
Decode the meaning of unfamiliar words using structural analysis
Follow task- based directions shown after viewing
Interpret the big ideas/key concepts implied by the facial
expressions of interlocutors
Quarter 3
The learner demonstrates understanding of the various analytical and evaluative techniques employed in
Quarter 3
The learner produces a
reaction paper to a
program viewed.
Quarter 3
Analyze the elements that make up reality and fantasy from a program viewed
Compare and contrast one’s own television-viewing behavior with other viewers’ viewing behavior
K to 12 Curriculum Guide version as of December 2012 – ENGLISH 37
critical viewing.
Organize an independent and systematic approach in critiquing various reading or viewing selection
Quarter 4
The learner demonstrates understanding of how viewing conventions affect the way viewers grasp, interpret, and evaluate the meaning of a program viewed.
Quarter 4
The learner puts up a
model television
production
incorporating viewing
conventions.
Quarter 4
Recognize the principles of lay outing in viewing a material
Explore how colors appeal to viewer’s emotions
Identify basic camera angles
Ascertain how balance created by symmetry affects visual response to a program viewed
Differentiate between vantage points and viewing
Writing
Quarter 1
The learner demonstrates understanding of giving valuable personal information and information on social events and issues by accomplishing different forms to effectively function in school and in community. .
Quarter 1
The learner
proficiently prepares a
brochure on the
dangers of
smoking/drugs and
other social issues
and concerns.
The learner writes a
personal narratives.
Quarter 1 Accomplish forms and prepare notices
Write the information asked for in the following forms: School forms Bank forms Order slips Evaluation forms Survey forms Bills, telecom, etc.
Write notices (e.g. posters, slogans, advertisements that relate to social events
K to 12 Curriculum Guide version as of December 2012 – ENGLISH 38
The learner creates a
blog on the internet
commenting on
social/economic issues
and concerns.
Quarter 2
The learner demonstrates understanding of the power of language structures and forms in shaping people’s reactions, perceptions, points of view, and beliefs in local, national and global communities.
Quarter 2
The learner conducts
an opinion poll,
interprets, and
presents the findings
having a local-based or
national issue as
reference.
Quarter 2 Use non-linear texts and outlines to show relationships
between ideas Transcode ideas from texts to concept maps
Make a write-up of ideas presented in concept maps
Use three-step words, phrasal and sentence
outlines to organize ideas
Transcode information from linear to non-linear texts and vice versa
Employ concept mapping (circle, bubble, linear, etc.) as aids in taking down notes and organizing ideas
Use outlines to sum up ideas taken from texts Use non-linear text outlines and notes as aids in the preparation of a research paper
Quarter 3
The learner demonstrates understanding of how to have a good
Quarter 3
The learner produces
an e-journal of poetry
Quarter 3
Use specific cohesive and literary devices to construct integrative literary and expository reviews, critiques, research reports, and scripts for broadcast communication texts,
K to 12 Curriculum Guide version as of December 2012 – ENGLISH 39
command and facility of the English Language necessary to produce writing in different genres and modes.
& prose entries with
emphasis on content
and writing style.
including screenplays
Produce different text types and sub-types
Expand ideas in well-constructed paragraphs observing cohesion, coherence and appropriate modes of paragraph development
Give and respond to feedback on one’s paper in the revision process
Use grammatical structure and vocabulary needed to effectively emphasize particular points
Use appropriate modes of paragraph development to express one’s ideas, needs, feelings and attitudes
Use a variety of cohesive devices to make the flow of thoughts from one sentence to another smoothly and effortlessly
Write short personal narratives to support an assertion
Organize information gathered from primary and secondary sources using a graphic organizer and a simple topic outline
Do self and peer editing using a set of criteria
Revise a piece of short personal writing in terms of content, style, and mechanics collaboratively and independently.
K to 12 Curriculum Guide version as of December 2012 – ENGLISH 40
Quarter 4
The learner demonstrates understanding of how to have a good command and facility of the English Language necessary to produce writing in different genres and modes.
Quarter 4
The learner makes a
write-up of an
interview.
Quarter 4
Organize one’s thoughts and adopt the appropriate writing style in letters, resumes, critiques, etc. using appropriate styles (formal and formal)and audience in mind
Employ interactional functions of language in different genres and modes of writing (pen-pal letters, letters of invitation, a “yes” and “no” letters, book reviews, interview write-ups, journal entries, etc.)
Write reflections on learning experiences in diary and journal entries
Write summaries of books read
Employ varied strategies (condensing, deleting, combining, embedding) when summarizing materials read
Write reactions to books read
Show respect for intellectual property rights by acknowledging citations made
Acknowledge citations by indicating in a bibliography sources used
K to 12 Curriculum Guide version as of December 2012 – ENGLISH 41
Use writing conventions to indicate acknowledgement of resources
Use quotation marks or hanging indentations for direct quotes
Use in-text citation
Arrange bibliographic entries of text cited from books and periodicals
Grammar Quarter 1
The learner demonstrates
understanding of well-
constructed paragraphs
using appropriate modes of
development and language
structures to express one’s
ideas, needs, feelings and
attitudes
The learner demonstrates
understanding of how
language is instrumental in
communicating thoughts, and
feelings.
Quarter 1
The learner effectively
writes a personal
narrative or informative
text.
The learner proficiently
writes a description of
a process.
Quarter 1
Uses:
o varied adjective complementation o appropriate idioms, collocations, and fixed expression o coordinators o subordinators o other appropriate devices for emphasis
Formulates:
o correct complex and compound-complex sentences o correct conditional statements o appropriate parenthetical expressions
o meaningful expanded sentence (following balance, parallelism, and modification)
Quarter 2
The learner
Quarter 2 Quarter 2
K to 12 Curriculum Guide version as of December 2012 – ENGLISH 42
demonstrates understanding of how grammatically correct sentences ensure an effective discourse.
The learner demonstrates understanding of how the knowledge of grammar enables one to successfully deliver information.
The learner composes
a meaningful and
grammatically correct
composition.
The learner writes a
progress/ interim report
of a program or
advocacy
Uses:
o varied adjective complementation o appropriate idioms, collocations, and fixed expression o coordinators o subordinators
other appropriate devices for emphasis
formulates: o correct complex and compound-complex sentences o correct conditional statements o appropriate parenthetical expression
meaningful expanded sentence (following balance, parallelism,
and modification)
Quarter 3
The learner demonstrates understanding of how the use of Standard English conventions facilitates interaction and transaction.
Quarter 3
The learner creatively
produces a tourist
guide brochure
Quarter 3
Uses:
o varied adjective complementation o appropriate idioms, collocations, and fixed expression o coordinators o subordinators
other appropriate devices for emphasis
formulates: o correct complex and compound-complex sentences o correct conditional statements o appropriate parenthetical expressions
meaningful expanded sentence (following balance, parallelism,
and modification)
K to 12 Curriculum Guide version as of December 2012 – ENGLISH 43
Quarter 4
The learner demonstrates understanding of the set of structural rules that govern various communication situations.
Quarter 4
The learner
innovatively presents
an Ad promoting a
government bill or a
city ordinance.
Quarter 4
Uses:
o varied adjective complementation o appropriate idioms, collocations, and fixed expression o coordinators o subordinators
other appropriate devices for emphasis
formulates: o correct complex and compound-complex sentences o correct conditional statements o appropriate parenthetical expressions
meaningful expanded sentence (following balance, parallelism,
and modification)
Attitude towards
language, literacy
and literature
(Subsumed in all
domains)
Quarter 1
Ask sensible questions on his/her initiative
Quarter 2
Express a different opinion without being difficult
Quarter 3
Give credence to
K to 12 Curriculum Guide version as of December 2012 – ENGLISH 44
well-though out ideas
Quarter 4
Set new goals for learning on the basis of self- assessment made
Study Strategies
(Subsumed in
Reading,
Literature, and
Writing)
Quarter 1
The learner
demonstrates understanding
of how to gather data using
library and electronic
resources to locate
information that bring about
diversity and/or harmony
among Afro – Asians through
the study of their traditions
and beliefs.
Quarter 1
The learner
creatively writes an
interesting Cultural
Report.
Quarter 1
Gather data using library and electronic resources
consisting of general references: atlas, periodical index,
periodicals and internet sources/ other websites to locate
information
Use periodical index to locate information in periodicals
Gather data using the general references: encyclopedia, dictionary
Get and assess current information from newspaper and other print and non-print media
Quarter 2
The learner
demonstrates understanding
of how proper citations of
references and materials used
establish the credibility of a
report or a research paper.
Quarter 2
The learner
produces research
appendices following
the correct citation
entries and format
Quarter 2
Acknowledge citations by preparing the bibliography of
the various sources used
Observe correct format in bibliographical entries
Use writing conventions to indicate acknowledgement of sources
Quarter 3
The learner
demonstrates understanding
of how information gathering
skills and data collection
Quarter 3
The learner
produces a clip report
on the various sources
Quarter 3
Derive information from various text types and sources
using the card catalog, vertical file, index, microfiche (microfilm)
CD ROM, internet etc.
K to 12 Curriculum Guide version as of December 2012 – ENGLISH 45
strategies ensure quality
research
of data collected Use locational skills to gather and synthesize information from general and first-hand sources of information
Get vital information from various websites
Extract accurately the required information from sources read and viewed to reject irrelevant details
Quarter 4
The learner
demonstrates understanding
of how the employment of
study strategies coupled with
research skills lead to a well-
written paper
Quarter 4
The learner
produces a research
paper based on school/
community problem.
Quarter 4
Use multi step word and phrasal outlines to organize ideas
Engage in systematic conduct of a research by going through series of processes
Organize logically information gathered
Apply the correct treatment of data and the soundness of research conclusion.
K to 12 Curriculum Guide version as of December 2012 – ENGLISH 46
K to 12 Curriculum Guide version as of December 2012 – ENGLISH 47
