Name: Claire Russel O.
Berino Course Code & Description: ENG_113 Secondary Language Curriculum
Course/Year/Section: BSED 3-7 Schedule: MTh 10:30-12:00 Instructor: Prof. Ruth Rosminda O. Lacaba
K to 12 BASIC EDUCATION CURRICULUM
GRADE 10
FIRST QUARTER
CONTENT STANDARD The learner demonstrates understanding of how world literature and other text types serve as ways of
expressing and resolving personal conflicts, also how to use strategies in linking textual information,
repairing, enhancing communication public speaking, emphasis markers in persuasive texts, different
forms of modals, reflexive and intensive pronouns.
PERFORMANCE STANDARD The learner composes a short but powerful persuasive text using a variety of persuasive techniques and
devices.
Learning Competencies
RC LC VC V WC F G
LT
Reading Listening Viewing Vocabulary Writing and Oral Language Grammar
Week Literature
Comprehension Comprehension Comprehension Development Composition and Fluency Awareness
5 EN10RC-Ie- EN10LC-Ie- EN10VC-Ie- EN10V-Ie- EN10LT-Ie- EN10WC- EN10OL-Ie- EN10G-Ie-
2.15.2: 14.1: Point out 25: Express 13.9: 2.2: Explain Ie-12.2: 3.16.1: Employ 26: Using
Determine the the insights based Differentiate how the Formulate a the techniques in words and
effect of textual effectiveness of on the ideas formal from elements statement of public speaking in expressions
aids like the devices presented in the informal specific to a opinion or a sample public that
advance used by the material definitions of genre assertion speaking situation emphasize a
organizers, speaker to viewed words contribute to point
titles, non- attract and hold the theme of EN10WC-
linear a particular Ie-12.3:
illustrations, the attention of literary Compose a
etc. on the the listener selection persuasive
understanding text of three
of a text EN10LT-Ie- paragraphs
2.2.3: expressing
Determine one’s stand
tone, mood, on an issue
technique,
and purpose
of the author
OBSERVATION:
For this quarter, it can be observed that along the entire week specified, the standards or activities mentioned follows all the 6 language
principles provided under the component 1 of this curriculum. There is sophistication of the skills to be taught. Also all the areas of
learning is integrated well and is centered on the students. Not to mention the fact that the learning tasks do provide the right context
for the students in as much as it enables them to respond to the ideas and information given in each area of the learning competencies.
SECOND QUARTER
CONTENT STANDARD The learner demonstrates understanding of how world literature and other text types serve as vehicles of
expressing and resolving conflicts among individuals or groups; also how to use strategies in critical
reading, listening, and viewing, and affirmation and negation markers to deliver impromptu and
extemporaneous speeches.
PERFORMANCE STANDARD The learner proficiently delivers an argumentative speech emphasizing how to resolve conflicts among
individuals or groups.
Learning Competencies
RC LC VC V WC F G
LT
Reading Listening Viewing Vocabulary Writing and Oral Language Grammar
Week Literature
Comprehension Comprehension Comprehension Development Composition and Fluency Awareness
9 EN10RC-IIi- EN10LC-IIi- EN10VC-IIi- EN10V-IIi- EN10LT- EN10WC- EN10OL-IIi- EN10G-IIi-
2.22: Evaluate 15.3: 27: Use 13.9: Give IIi-19: IIi-13: 1.15: Make and 28: Use
text content, Determine previous technical and Evaluate Compose an deliver words and
elements, unsupported experiences as operational literature as argumentative impromptu and expressions
features, and generalizations scaffold to the definitions a vehicle of essay extemporaneous that affirm
properties and message expressing speeches with or negate
using a set of exaggerations conveyed by a and ease and
criteria material resolving confidence
viewed conflicts
between and
among
individuals
or groups
OBSERVATION:
For this quarter, unlike the first one, the skills or activities stated are at an increasing difficulty. There is a must for the students to
think critically in all the learning areas. Though, there can be little interaction with other students, the standards or competencies
themselves could provide them meaningful connections underlying the text. Nevertheless, the skills intended to be developed and
taught is emphasized and are in consonance with the expected outcomes for the said quarter.
THIRD QUARTER
CONTENT STANDARD The learner demonstrates understanding of how world literature and other text types serve as sources of
wisdom in expressing and resolving conflicts among individuals, groups and nature; also how to use
evaluative reading, listening and viewing strategies, special speeches for occasion, pronouns and
structures of modification,
PERFORMANCE STANDARD The learner skilfully delivers a speech for a special occasion through utilizing effective verbal and non-
verbal strategies and ICT resources.
Learning Competencies
RC LC VC V WC F G
LT
Reading Listening Viewing Vocabulary Writing and Oral Language Grammar
Week Literature
Comprehension Comprehension Comprehension Development Composition and Fluency Awareness
2 EN10RC-IIIb- EN10LC-IIIb- EN10VC-IIIb- EN10V- EN10LT- EN10WC- EN10OL-IIIb- EN10G-
22.2: 16.1: 23: Share IIIb-13.9: IIIb-2.2: IIIb-14.1.2: 3.8: Use the IIIb-3.1:
Treatment of Distinguish the viewpoints Give Explain how Use a variety correct stage Use
underlying or important based on the expanded the elements of stance and pronouns
overarching points from less ideas presented definitions of specific to a informative, behaviour when effectively
issue important ones in the materials words genre persuasive, giving a roast and
concerning in a text viewed contribute to and a toast and when
human listened to the theme of argumentative paying tribute to
experience a particular writing someone in a
(moralist) literary techniques eulogy
selection
EN10LT-
IIIb-2.2.2:
Explain the
literary
devices used
OBSERVATION:
For this quarter, as much as it follows spiral progression, the competencies or skills are well integrated and laid out, too. There is
much focus on developing the evaluative skills of the students in particular with the intended outcomes for the week. Nonetheless,
the language outcomes vary from one another yet still in connection with the given standards of the curriculum. But little of interaction
with other students can be implied or observed.
FOURTH QUARTER
CONTENT STANDARD The learner demonstrates understanding of how world literature and other text types serve as
instruments to resolve social conflicts, also how to use the language of research, campaigns and
advocacies.
PERFORMANCE STANDARD The learner competently presents a research report on a relevant socio-cultural issue.
Learning Competencies
RC LC VC V WC F G
LT
Reading Listening Viewing Vocabulary Writing and Oral Language Grammar
Week Literature
Comprehension Comprehension Comprehension Development Composition and Fluency Awareness
1 EN10SS-IVa- EN10LC-IVa- EN10VC-IVa- EN10V-IVa- EN10LT- EN10WC- EN10OL-IVa- EN10G-
1.5: Use 16: Listen to 15: Compare 30: Get IVa-2.2: IVa-14.1.1: 3.9: Use IVa-32:
locational skills simplify, and contrast the familiar with Explain how Expand ideas appropriate Observe the
to gather reorganize, contents of the technical the elements using language when language of
information synthesize and materials terms used in specific to a principles of delivering research,
from primary evaluate viewed with research genre cohesion and campaign campaigns,
and secondary information to outside sources contribute to coherence speeches
sources of expand, review of information the theme of and
information or update in terms of a particular advocacies
knowledge accessibility literary
and selection
effectiveness
EN10LT-
IIIb-2.2.1:
Express
appreciation
for sensory
images used
OBSERVATION:
For this quarter, I have greatly observed that some of the competencies or skills presented are out of context and/or if not way complex
to understand. Or, simply, it doesn’t correlate with the expected or given standards of the said quarter. Likewise, much of it are
repetitions of the previous quarters and doesn’t hold that much of a relevance to what is expected for this quarter. But in spite of those,
in the very least manner – for some, there is an increasing level of sophistication of the aforementioned skills or activities. And partly
could have met the intended purpose of wanting the students understand the language of research.
