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Teacher: Rizza Jane G.

Chavez Curriculum Development

Subject: English Saturday 7-10 AM

Year level: II Submitted to: Mr. Dindo R. Aseron

Number of Minutes: 300 Week: 41 Days: 205

FIRST QUARTER
Weeks Days Learning Content
1 Lesson 1: The Man from Kabul
June 1 to
1 I. Literature 5, 2015
A. Pretest: Answering questions about the
text
B. Challenge: Reflecting on the line Stop
judging by mere appearance and make a
right judgment. Jn. 7:24
C. Content: Reading of the text and brief
background of the author The Man from
Kabul by Rabindranath Tagore
1. Understanding the text essential
questions
2 D. Insights:
1. Lexis vocabulary test
2. Values infusion/integration doing a
drama presentation on the most
significant scene of the story
E. Interface: group activity pantomime
F. Posttest: Pretending that you are the
author and continuing the story
3 II. Language in Focus
A. Listening
1. Pretest:
a. Pairing up and expressing views on
friendship
b. Listening to a quotation and writing
thoughts after
2. Content: Listening to Predict Outcome
Little Prince by Antoine de Saint-
Exupery
3. Activities:
a. Expressing the meaning of the
quotation It is only with the heart that
one can see rightfully. And writing a
story about it
b. Listening to the story The Living
Kuan-Yin and answering the questions
that follow
c. Predicting the outcome of a certain
selection
4. Posttest:
a. Giving possible endings after
hearing short stories
b. Listening to Ibong Adarna and
answering questions after
4 B. Speaking
1. Pretest: Forming two groups and
reading sentences with emphasis
2. Content: Emphasis word and
sentence emphasis
3. Activities:
a. Reading the selection with
emphasis
b. Grouping into three and reading the
bold word/s with emphasis
4. Posttest: Reading sentences with
emphasis
5 C. Reading
1. Pretest: Studying the index and
answering the questions provided
2. Content: Index
3. Activities:
a. Studying the index and
answering the questions that
follow
b. Alphabetizing the author index
4. Posttest: Studying the index and
answering the questions provided
1 III. Grammar
A. Pretest: Adding a prefix to the words and June 8 to
2 finding out how the meanings change 12, 2015
B. Content: Prefixes
C. Activities:
1. Using the prefix as a clue to determine
the meaning of the word
2. Matching the prefix with the right word
3. Matching words with prefix re to
their correct meanings
D. Posttest:
1. Providing the correct prefix for the
base word
2. Writing the meaning of the provided
words with prefixes
2 Lesson 1 LONG QUIZ
3 Lesson 2: The Soul of the Great Bell

I. Literature
A. Pretest: Answering questions about the
text
B. Challenge: Reflecting on the sentence
Sacrifice for the sake of love is a noble
deed.
C. Content: Reading of the text and brief
background of the author The Soul of
the Great Bell by Lafcadio Hearn
1. Understanding the text essential
questions
4 D. Insights:
1. Lexis vocabulary test
2. Values infusion/integration writing a
poem of gratitude for our Lord Jesus
sacrifice
E. Interface: Drawing an interpretation of
how Filipinos sacrifice themselves for their
family and country
F. Posttest: Creating a story map about the
story The Soul of the Great Bell
5 June 12, 2015 Independence Day
1 II. Language in Focus
A. Listening June 15 to
3 1. Pretest: Answering questions based on 19, 2015
what they see on the television or
heard on the radio
2. Content: Listening to Discover
Worthwhile Ideas
3. Activity: Listening to Michael Jacksons
Heal the World and answering the
questions provided
4. Posttest: Reading Humble Beginnings,
Tragic Endings, Triumphant Influences
by Alvin C. Jimenez and answering the
questions that follow.
2 B. Speaking
1. Pretest: Pairing up and reading the
dialogue provided
2. Content: Inflection
a. Rising intonation
b. Falling intonation
c. Double intonation
3. Activity: Reading the provided
sentences with feelings and proper
inflections
4. Posttest:
a. Reading the useful telephone
expressions.
b. Reading the words three times
using the rising, falling, and double
intonation
3 C. Reading
1. Pretest: Answering the questions using
a dictionary
2. Content: Dictionary
3. Activities:
a. Alphabetizing the words
b. Looking for guide words
c. Finding which words fall under each
pair provided
4. Posttest: Using the dictionary to
answer the questions provided
4 III. Grammar
A. Pretest: Using suffixes on the base
word to create new words
B. Content: Suffix
C. Activity: Supplying the right suffix to
the words provided
D. Posttest: Adding a suffix to the
underlined word
5 Lesson 2 LONG QUIZ
1 Lesson 3: A Little Incident
June 22 to
4 I. Literature 26, 2015
A. Pretest: Answering questions about the
text
B. Challenge: Reflecting on the verse Love
your neighbor as you love yourself. Lk.
10:27
C. Content: Reading of the text and brief
background of the author A Little Incident
by Lu Hsun
1. Understanding the text essential
questions
2 D. Insights
1. Lexis vocabulary test
2. Values infusion/integration
demonstrating a short skit about being of
help to the community
E. Interface Reflecting on the passage on
the previous page and illustrating a picture
based on the reflection
F. Posttest:
1. Using a diagram to show the different
attitudes of the narrator and the puller
toward the old woman
2. Summarizing the story of A Little
Incident through the use of story mapping
3 June 24, 2015 Araw ng Maynila
4 II. Language in Focus
A. Reading
1. Pretest: Reading a newspaper headline
and answering the questions that
follow
2. Content: Newspaper Headline
5 3. Activity: Making a lead on any of the
given activities for their school
newspaper
4. Posttest: Reading the news story
Speaker de Venecia to Bang Gavel at
4 p.m. to Start House Session by Ben
R. Rosario and answering the
questions that provided
1 III. Grammar
A. Pretest: Underlining the subject and June 29 to
5 encircling the predicate July 3,
B. Content: Basic Sentence Patterns
1. S-IV 2015
2. S-TV-DO
3. S-LV-C
4. S-TV-IO-DO
5. S-TV-O-OC
2 C. Activities:
1. Identifying basic sentence patterns
used in sentences
2. Constructing sentences using basic
sentence patterns
D. Posttest: Writing an advertisement using
the correct basic sentence patterns
3 Lesson 3 LONG QUIZ
4 Lesson 4: Savitris Love

I. Literature
A. Pretest: Questions about the text
B. Challenge: Reflecting on the line The
pure heart of a person is reflected on his
way of life.
C. Content: Reading of the text and defining
an epic Savitris Love from the
Mahabharata (an epic poem)
1. Understanding the text essential
questions
D. Insights:
1. Lexis vocabulary test
5 2. Values infusion/integration Making a
comic strip showing the conversation
of Yama and Savitri
E. Interface: Analyzing two quotations and
answering questions
F. Activity: Writing a pyramid poem
G. Posttest: Arranging the events from the
story Savitris Love
1 II. Language in Focus
A. Listening July 6 to
6 1. Pretest: Listening to common issues in 10, 2015
the community and answering the
questions provided
2. Content: Listening to Get the Message
3. Activity: Reading the article Managing
Stress by Noel F. De Jesus and finding
out how to overcome stress
4. Posttest: Listening to Getting Back on
Track by Susan V. Ople and answering
the questions that follow
2 B. Reading
1. Pretest: Underlining same phrases
2. Content: Scanning
3. Activities
a. Scanning a short paragraph and
answering the questions provided
b. Scanning a reading material in the
library and following the instructions
provided
4. Posttest: Scanning a paragraph and
answering the questions that follow
3 III. Grammar
A. Pretest: Rephrasing sentences using
negative questions
B. Content:
1. The interrogative or question
transformation
a. Simple reversal transformation
b. Tag question
2. The imperative sentence
transformation
4 C. Activity: Changing statements into
question using both transformation
D. Posttest:
1. Transforming using simple reversal
transformation
2. Transforming using tag question
transformation
3. Transforming using imperative
sentence transformation
5 Lesson 4 LONG QUIZ
1 Lesson 5: The Trial of the Stone
July 13 to
7 I. Literature 17, 2015
A. Pretest: Questions about the text
B. Challenge: Reflecting on the saying
Honesty is the best policy.
C. Content: Reading of the text and defining
a folktale The Trial of the Stone (a
folktale)
1. Understanding the text essential
questions
2 D. Insights:
1. Lexis vocabulary test
2. Values infusion/integration
a. Writing a message to the president
regarding a controversial issue
b. Forming a dyad and sharing own
experiences of dishonesty
E. Interface: Making a slogan about honesty
F. Posttest: Making a story grammar by
filling out a chart
3 II. Language in Focus
A. Reading
1. Pretest: Skimming the paragraph to
find out the authors key ideas
2. Content: Skimming to Determine the
Authors Key Ideas
a. Preview
b. Overviewing
c. Survey
4 3. Activity: Skimming the paragraph and
answering the questions that follow
4. Posttest: Skimming the paragraph and
answering the questions provided
5 July 17, 2015 Ramadan
1 III. Grammar
A. Pretest: Transforming sentences using July 20
8 exclamatory and prepositional -24, 2015
sentence transformations
B. Content: The Exclamatory Sentence
Transformation and the Prepositional
Sentence Transformation
2 C. Activity: Transforming sentences using
exclamatory and prepositional
sentence transformations
D. Posttest: Creating and transforming
new sentences
3 Lesson 5 LONG QUIZ
4 Lesson 6: The Lion-Makers

I. Literature
A. Pretest: Questions about the text
B. Challenge: Reflecting on Prov. 4:13
Hold on to instruction, do not let it go;
guard it well, for it is your life.
C. Content: Reading of the text and defining
a fable The Lion-Makers (from the
Panchatranta)
1. Understanding the text essential
questions
5 D. Insights:
1. Lexis vocabulary test
2. Values infusion/integration Playing
Charades
E. Interface: Discussing the importance of
using both intelligence and common sense
F. Posttest: Making a diagram about an
investigatory project (soap making)
1 II. Language in Focus
A. Listening July 27 to
9 1. Pretest: Class debate 31, 2015
2. Content: Listening meaningfully
2 3. Activity: Finding a pair and telling a
story
4. Posttest: Listening to the essay Teen-
agers and recalling the important
details
3 III. Grammar
A. Pretest: Converting sentences using
negative questions
B. Content: The Tag Question
Transformation
4 C. Activity: Transforming sentences using
the tag question transformation
D. Posttest: Formulating negative and
positive questions
5 Lesson 6 LONG QUIZ
1 FIRST
2 August 3
10 3 QUARTERLY to 7, 2015
4
5
EXAMINATION
1 Lesson 1: The Spiders Thread
August 10
11 I. Literature to 14,
A. Pretest: Questions about the text 2015
B. Challenge: Reflecting on the quotation
Mans simple, unnoticeable, nameless,
and unremembered kindness may save
him in times of his darkest hour. W.D.D.
C. Content: Reading of the text and brief
background of the author The Spiders
Thread by Ryunosuke Akutagawa
1. Understanding the text essential
questions
2 D. Insights:
1. Lexis vocabulary test
2. Values infusion/integration - Having
an activity called recalling the past
E. Interface: Forming groups and doing
tasks relevant to kindness
F. Posttest: Answering what is asked or
described
3 II. Language in Focus
A. Listening
1. Pretest: Listening and taking down
notes as the teacher reads a part of a
speech
2. Content: Determining the Objective of
the Speaker through Note Taking
3. Activity: Listening, taking notes, and
answering the questions that will
follow
4. Posttest: Recalling the latest speech
students have listened to and
answering guide questions provided
4 B. Speaking
1. Pretest: Enumerating the different
forms of mass media and the
information that can be derived from
them
2. Content: Gathering Information
Through Mass Media
3. Activity: Analyzing if the students are
getting information through mass
media critically
4. Posttest: Completing a table using
their knowledge on mass media
5 C. Reading
1. Pretest: Studying an illustration and
answering the questions that follow
2. Content: Understanding Text Through
Illustrations
3. Activity: Finding out the story through
a series of illustrations
4. Posttest: Illustrating a story using
pictures or drawings
1 III. Grammar
A. Pretest: Using interrogative pronouns August 17
12 B. Content: Informative Questions Wh- to 21,
Questions 2015
C. Activities
1. Constructing wh-question
2. Answering wh-questions
3. Constructing wh-questions based
from the text
4. Pairing up and answering each
others questions
5. Reading a paragraph and answering
wh-questions
D. Posttest: Changing statements into
wh-questions
2 Lesson 1 LONG QUIZ
3 Lesson 2: A Thousand Paper Cranes

I. Literature
A. Pretest: Matching colors with objects
B. Challenge: Reflecting on the quotation
Peace is a very sweet word, but to get it
you have to pass through bitter and
painful experiences. W.D.D.
C. Content: Reading of the text and brief
background of the author (Michiru
Oshima) A Thousand Paper Cranes;
music by Michiru Oshima and lyrics by
Kanae Yokoyama
1. Understanding the text essential
questions
D. Insights:
1. Lexis vocabulary test
2. Values infusion/integration Forming
triads, answering the questions
provided, and presenting the answers
to the class
E. Interface: Sharing ideas and reactions on
some situational questions
F. Posttest: Encircling words in a word
puzzle
4 II. Language in Focus
A. Speaking
1. Pretest: Looking at pictures and
answering the questions that follow
2. Content: Core and Follow-up Questions
3. Activity: Pairing up and doing a
question-and-answer presentation
4. Posttest: Constructing main and
follow-up questions
5 August 21, 2015 Death Anniversary of Ninoy
1 B. Reading
1. Pretest: Studying the pictograph and August 24
13 answering the questions that follow to 28,
2. Content: Reading Information Using 2015
Graphs
3. Activity: Reading a pie graph and
answering the questions provided
4. Posttest: Studying the bar graph and
answering the questions provided
2 C. Writing
1. Pretest: Answering questions based on
personal experience
2. Content: Modes of Communication
3. Activity: Using the Problem-Solution
Pattern in a certain situation
4. Posttest: Writing a cohesive
composition using the P-Sn Pattern
3 August 26, 2015 National Heroes Day
4 III. Grammar
A. Pretest: Replacing nouns with correct
pronouns
B. Content: Pronouns
1. Personal pronoun
2. Intensive and Reflexive pronouns
3. Demonstrative pronoun
4. Relative pronoun
a. Definite Relative pronoun
b. Indefinite relative pronouns
5. Indefinite pronoun
6. Interrogative pronoun
5 C. Activities:
1. Replacing words with appropriate
pronouns
2. Identifying pronouns in a paragraph
and determining their kinds
3. Completing the pronoun crossword
puzzle
4. Constructing sentences using the
pronouns provided
5. Underlining pronouns in sentences
and identifying their kind
D. Posttest: Completing the sentences by
using correct pronouns
1 Lesson 2 LONG QUIZ
2 Lesson 3: Haikus August 31
14 to
I. Literature September
A. Pretest: Writing the sound being 4, 2015
produced in each situation provided
B. Challenge: Reflecting on the quotation I
love to think of nature as an unlimited
broadcasting station, through which God
speaks to us every hour, if we only tune
in. George Washington Carver
C. Content: Reading of the texts and brief
background of the authors Haikus by
Matsuo Munefusa, Taniguchi Buson, and
Kobayashi Issa
1. Understanding the texts essential
questions
D. Insights:
1. Lexis vocabulary test
2. Values infusion/integration forming a
group of four, choosing a haiku,
paraphrasing it, and making an
illustration of it
E. Interface: forming a group of five;
choosing an environmental problem;
listing down its possible causes, effects,
and solutions; presenting it creatively in
front of the class
F. Posttest:
a. Writing their own haiku
b. Drawing a picture for their haiku
3 II. Language in Focus
A. Listening
1. Pretest: Answering questions about a
good leader
2. Content: Identifying the Speakers and
the Thread of Thought
3. Activity: Listening to a speech and
answering questions that follow
4. Posttest: Listening to a speech and
writing a response to it
4 B. Speaking
1. Pretest: Studying a picture and
answering the questions that follow
2. Content: Using Audiovisual Aids in an
Informative Talk
3. Activity: Identifying which presentation
is better
4. Posttest: Forming a group of three,
choosing one latest issue of the
country, making an illustration of it,
writing down its effects, and sharing it
in class
5 C. Writing
1. Pretest: Listing down likes and dislikes
over the persons provided
2. Content: Expressing Ones Ideas,
Attitudes, and Feelings in Writing
3. Activity: Examining their own stand on
self-discipline
4. Posttest: Writing a composition about
self-discipline
1 III. Grammar
A. Pretest: Completing sentences using September
15 appropriate modals 7 to 11,
B. Content: Modals 2015
C. Activities
1. Encircling modals used in sentences
2. Completing the paragraph by
writing appropriate modals on the
blanks
3. Choosing five modals and using
each two in meaningful sentences
4. Encircling all modals and underlining
main verbs in sentences
D. Posttest:
1. Constructing sentences using the
modals provided
2. Writing a composition about any
subject, then underlining all modals
used
2 Lesson 3 LONG QUIZ
3 Lesson 4: Telephone Conversation

I. Literature
A. Pretest: Questions about the text
B. Challenge: Reflecting on the sentence if
men would consider not so much wherein
they differ, as wherein they agree, there
would be far less of uncharitableness and
angry feeling in the world Jospeh
Addison
C. Content: Reading of the text and brief
background of the author Telephone
Conversation by Wole Sosyinka
1. Understanding the text essential
questions
D. Insights:
1. Lexis vocabulary test
2. Values infusion/integration - Forming
a group of at least six and sharing
views over discrimination
E. Interface: Sharing their own definition of
dignity
F. Posttest: Determining if the statements
are true or false
4 II. Language in Focus
A. Listening
1. Pretest: Listening and reading
sentences
2. Content: Identifying changes in
meaning
a. content words
b. function words
3. Activity:
a. Practicing how to read sentences
and underlining al content words
b. Reading sentences with emphasis
on underlined words and determining
the meaning being expressed
4. Posttest: Writing important information
about their partner and underlining all
content words
5 B. Reading
1. Pretest: Pairing up and sketching the
favorite part of their partners house
as he/she describes it
2. Content: Organizing Information
Through a Context Map
3. Activity: Reading a paragraph about
the Amazon rain forest and completing
a concept map that follow
4. Posttest: Choosing a topic from the list
provided and organizing all the
information gathered in a concept map
1 III. Grammar
A. Pretest: Writing descriptions on September
16 things/persons listed 14 to 18,
B. Content: 2015
1. Pre-noun Modification Structures
a. noun
b. pronoun
2. Post-noun Modification Structures
a. Prepositional phrase modifier
b. Participial phrase modifier
c. Infinitive phrase modifier
2 C. Activities
1. Underlining pre-noun modifiers and
determining if its an adjective or noun
2. Adding at least two modifiers then
constructing sentences
3. Using post-noun modifiers to
change words into phrase modifiers
4. Studying the pictures and using
post or pre-noun modifiers in
constructing sentences out of them
5. Underlining the post-noun modifier
and determining its kind
D. Posttest: Underlining the pre-noun or
post-noun modifier in every sentence
and completing the column provided
by writing the details needed
3 Lesson 4 LONG QUIZ
4 Lesson 5: Open House

I. Literature
A. Pretest: Questions about the text
B. Challenge: Reflecting on the quotation
Never hold anyone by the button or the
hand in order to be heard out; for if
people are unwilling to her you, you had
better hold your tongue than them.
Lord Chesterfield
C. Content: Reading of the text and brief
background of the author Open House
by Musa Nagenda
1. Understanding the text essential
questions
D. Insights:
1. Lexis vocabulary test
2. Values infusion/integration Forming a
group, answering the questions
provided, summarizing the groups
answers
E. Interface: Doing any of the activities
listed to open the door of communication
between them and their parents
F. Posttest: Writing their own ending of the
story
5 II. Language in Focus
A. Speaking
1. Pretest: Answering questions about
calls
2. Content: Asking and Giving
Information Through the Telephone
3. Activity: Making a dialogue of a
telephone conversation with their
partner
4. Posttest: Writing a telephone
conversation on any of the topic listed
then presenting it in class with a
partner
1 B. Reading
1. Pretest: Connecting related ideas by September
17 drawing a line 21 to 25,
2. Content: Showing Relationships Using 2015
a Chart
3. Activity: Arranging the process of
digestion in a flow chart then reporting
it to class
4. Posttest: Choosing present issues and
showing how connected they are with
one another through the use of a flow
chart
2 III. Grammar
A. Pretest: Encircling the correct verb to
be used in each sentence
B. Content: Subject-Verb Agreement
3 C. Activities
1. Supplying the appropriate form of
the verb in each sentence
2. Underlining the verb that agrees
with each compound subject
3. Choosing whether to write there is
or there are in each sentence
4. Underlining the subject and
encircling the verb that agrees with it
5. Constructing sentences using the
given subjects and verbs
D. Posttest: Looking for sentences in the
paragraph that do not follow a S-V
agreement then rewriting each by
implementing the necessary
corrections
4 Lesson 5 LONG QUIZ
5 Lesson 6: The Wrestling Contest Between the Cat
and the Tortoise

I. Literature
A. Pretest: Questions about the text
B. Challenge: Reflecting on the sentence A
fool does not care whether he
understands a thing or not; all he wantsto
do is to show how clever he is.
C. Content: Reading of the text and brief
definition of a fable The Wrestling
Contest Between the Cat and the Tortoise
(An African fable)
1. Understanding the text essential
questions
1 D. Insights:
1. Lexis vocabulary test September
18 2. Values infusion/integration grouping 28 to
the class and sharing about ideas October 2,
about trust 2015
E. Interface: Expressing the meaning of
friendship by doing any of the task
provided
F. Posttest:
a. Arranging jumbled words to form a
complete sentence
b. Writing the theme of the text
2 II. Language in Focus
A. Listening
1. Pretest: Listening to a text and
answering the questions that will
follow
2. Content: Identifying Important Points
of the Speaker
3. Activity: Underlining guide words in a
sentence
4. Posttest: Listening to any radio or
television program that talks about the
latest issues and determining the
speakers stand by gathering
important points through listening
3 B. Reading
1. Pretest: Writing the relationship
between two ideas given in each item
2. Content: Relating Ideas
3. Activity: Reading a paragraph, finding
out if it is related to some previous
readings, and identifying the
similarities and differences
4. Posttest: Reading the paragraph again,
recalling a story that is somewhat
related to it, and including the lesson
learned from the story
4 III. Grammar
A. Pretest: Determining which verb suits
each sentence best
B. Content: Agreement of verb with the
Special Subject
C. Activities
1. Supplying blanks with appropriate
verbs
2. Constructing sentences using the
special subject and verb given in each
item
3. Writing C on the blanks if the
subject agrees with the verb; rewriting
the sentences if not
D. Posttest: Encircling the subject and
underlining the verb that agrees with
each subject
5 Lesson 6 LONG QUIZ
1 SECOND
2 October 5
19 3 QUARTERLY to 9, 2015
4
5
EXAMINATION
1 Lesson 1: Like the Molave
October 12
20 I. Literature to 16,
A. Pretest: Drawing a tree and putting a 2015
label to at least five parts
B. Challenge: Reflecting on the question
Where are the youth, who will embody in
yourselves the vigor of life that has left
our views, the purity of ideas that has
been contaminated in our brains, the fire
of enthusiasm that has been quenched in
our hearts? We await you, O youth!
Come, for we await you! Jose Rizal
C. Content: Reading of the text and brief
definition of a lyric poetry Like the
Molave by R. Zulueta da Costa
1. Understanding the text
a. Recognizing the authors message in
each stanza
b. Enumerating the characteristics of
the youth as described by the author
c. Determining what the author wants
the youth to become and the reason
why
2 D. Insights:
1. Lexis vocabulary test
2. Values infusion/integration Making a
pie chart with the values that the
youth must possess and explaining the
distribution of percentage
E. Interface: Choosing a role from the
provided list and presenting it to the class
F. Posttest: Drawing a tree which symbolizes
the youth, identifying at least five parts,
and explaining how each part symbolizes
the youth
3 II. Language in Focus
A. Listening & Speaking
1. Pretest: Enumerating five common
positive and negative characteristics of
the youth
2. Content: The Tyranny of False Values
by Gonzalo Gonzales
3. Activity: Creating a mock debate
4. Posttest: Matching words to their
correct definition
4 B. Reading & Writing
1. Pretest: Writing at least five things
that they want to know and will
influence or convince them to buy a
product
2. Content: Free Insurance, SM Gift
Certificates in Every Isuzu Promo
3. Activity:
a. Identifying the strategies Isuzu used
to attract buyers
b. Making written advertisements
4. Posttest: Filling out the grid with the
information from the advertisement
found in the Content
5 III. Grammar
A. Pretest: Rewriting the paragraph using
the correct form of the verbs
B. Content: Forms of Verbs
C. Activity: Supplying the missing form of
the verbs
D. Posttest: Supplying the past and the
past participle forms of the given verbs
1 Lesson 1 LONG QUIZ
2 Lesson 2: Hunger in Barok October 19
21 to 23,
I. Literature 2015
A. Pretest: Enumerating five factors why a
family experiences hunger
B. Challenge: Reflecting on this: God Adam,
By the sweat of your face you will eat
bread, til you return to the ground.
C. Content: Reading of the text, brief
background of the author, and definition
of a short story Hunger in Barok by
N.V.M Gonzales
1. Understanding the text
a. Filling out the story map with the
information from the text
b. Identifying lines from the story
which they believe to be the cause of
poverty
c. Determining if what Crispin did with
the sack of rice is good or bad
3 D. Insights:
1. Lexis vocabulary test
2. Values infusion/integration Forming a
group, discussing the positive and
negative effects of the landlord-tenant
relationship, and presenting the ideas
to the class
E. Interface: Forming a group, doing the
task assigned
F. Posttest:
a. Identifying the five main parts of
the story
b. Enumerating the five divisions of
plot in a short story
4 II. Language in Focus
A. Listening & Speaking
1. Pretest: Enumerating at least five
ways in which poverty can be
minimized
2. Content: Lets Tidy Up Our Fight-
Poverty Program
3. Activities
a. Listening to the selection again,
writing down at least unfamiliar words,
and defining them using their own
words
b. Forming a group and accomplishing
the task assigned to them
4. Posttest: Basing on the oral discussion,
they have to identify at least five
situations wherein they can say that
the living standards of Filipinos are
below the poverty line
5 B. Reading and Writing
1. Pretest: Examining the illustration and
giving two facts and three opinions
2. Content: Redefining Treason by Adrian
E. Cristobal
3. Activity: Identifying the purpose of the
editorial
4. Posttest: Choosing between two tasks
and doing the chosen one
1 III. Grammar
A. Pretest: Composing sentences, October 26
22 underlining the verbs used, and writing to 30,
the forms of the verbs 2015
B. Content: The Simple Tenses
a. Present Tense
b. Past Tense
c. Future Tense
C. Activity: Constructing three sentences
for each tense
D. Posttest: Picking out some of the verbs
from Hunger in Barok and identifying
the tenses used
2 Lesson 2 LONG QUIZ
3 Lesson 3: Scent of Apples

I. Literature
A. Pretest: Giving at least five
opinions/ideas of what Filipino overseas
feel about home and Philippines
B. Challenge: Reflecting on the quotation
What you have outside counts less than
what you have inside. - Anonymous
C. Content: Reading of the text and brief
background of the author Scent of
Apples by Bienvenido Santos
1. Understanding the text essential
questions
4 D. Insights:
1. Lexis vocabulary test
2. Values infusion/integration Forming
a group, discussing the issues of
parents working abroad, and sharing
them in the class
E. Interface: Doing any of the following
tasks listed with the same group
members
F. Posttest: Writing three lines from the text
that evoke a feeling of loneliness and
longing for ones native land
5 II. Language in Focus
A. Listening & Speaking
1. Pretest: Writing down at least five
ideas that come to mind when they
hear communication breakdown
2. Content: Forestalling and Repairing
Communication Breakdown
3. Activity: Pairing up and creating an
actual situation where there is a
communication breakdown
4. Posttest: Applying appropriate
conversation recipes for the listed
situations
1 November 2, 2015 All Souls Days
2 No Classes November
23 3 B. Reading and Writing 2 to 6,
1. Pretest: Formulating five possible 2015
reasons how the janitor became a
millionaire
2. Content: The Janitor Who Would Be a
Millionaire by Felipe B. Miranda
3. Activity: Giving their own
conclusion/ending of the life of the
janitor-turned millionaire
4. Posttest:
a. Stating in their own words how the
janitor and his wife earned millions
b. Giving five ways in which they can
also become a millionaire
4 III. Grammar
A. Pretest: Writing five sentences
showing the present progressive form
of the verbs
B. Content: The Progressive Tenses
1. Present Progressive
2. Past Progressive
C. Activities
1. Underlining the complete verbs in
the paragraph
2. Filling the blanks with the form of
be and adding suitable verb to
complete the sentence
D. Posttest: Constructing sentences using
the tenses discussed
5 Lesson 3 LONG QUIZ
1 Lesson 4: The Vanity of the Rat
November
24 I. Literature 9 to 13,
A. Pretest: Enumerating five behaviors or 2015
attitudes associated with vanity
B. Challenge: Reflecting on the message
Freedom to choose the person whom we
want to be with in our entire married life
is a privilege. Not all is given this. E.J.M
C. Content: Reading of the text and brief
definition of a satire The Vanity of the
Rat
1. Understanding the text essential
questions
2 D. Insights:
1. Lexis vocabulary test
2. Values infusion/integration
Discussing in groups what they will do
if their parents had arranged a
marriage for them
E. Interface: Identifying societal defects
presented by the story and sharing it to
the class; same group
F. Posttest: Illustrating at least five events
from the text complete with dialogue
3 II. Language in Focus
A. Listening & Speaking
1. Pretest: Writing five reasons on why
they agree or disagree with the issue:
Should School Be Wired to the
Internet?
2. Content: Circumlocution
3. Activities
a. Listening to articles, listing down
one or two words, and thinking of the
exact word that the speaker means to
convey or trying to say in one or two
words.
b. Letting student volunteers read
what they have written and let other
students say a word or two on what
the speaker wants to say directly.
4. Posttest: Identifying the affirmative
and negative points raised by the
speakers
4 B. Reading and Writing
1. Pretest: Enumerating attitudes
associated with a fox and a bear
2. Content: The Fox and the Bear by
Yoshiko Uchida
3. Activity: Answering questions about
the text
4. Posttest: Answering questions about
the text
5 III. Grammar
A. Pretest: Filling blanks with the correct
forms of the verbs
B. Content: The Perfect Tenses
a. Present Perfect Tense
b. Past Perfect Tense
c. Future Perfect Tense

1 C. Activities
a. Completing the sentences with November
25 present perfect verbs 16 to 20,
b. Supplying the sentences with past 2015
perfect verbs
c. Composing sentences with future
perfect verbs
D. Posttest: Constructing sentences using
the verb tenses discussed
2
3 November 17 to 20, 2015
4 APEC Summit
5
1 Lesson 4 LONG QUIZ
2 Lesson 5: Run November
26 23 to 27,
I. Literature
A. Pretest: Listing down five emotions, 2015
feelings, or behavior of a child left alone
while there is a war
B. Challenge: Reflecting on Gods words
God said, Come to me all of you who are
tired of carrying heavy loads for the yoke
I will give you is easy and my burden is
light. Come to me, and I will give you
rest.
C. Content: Reading of the text and brief
discussion about the atmosphere of a
story Run by Fraud Salim
1. Understanding the text essential
questions
3 D. Insights:
1. Lexis vocabulary test
2. Values infusion/integration Writing
an essay about their feelings and
emotions while reading the story or
making a postcard which appeals for
peace and justice
E. Interface: Doing the assigned task per
group which is relevant to the text/topic
F. Posttest: Answering questions about the
text
4 II. Language in Focus
A. Pretest: Writing down words associated
with the leading word
B. Content: The Lady or the Tiger by Frank
Stockton
C. Activities:
1. Proving a hypothesis
2. Presenting the sources used in a
research and making a bibliography of
it
5 3. Researching on the governments
ongoing program and/or negotiations
with the MILF and writing a
bibliography of their sources.
D. Posttest: Comparing and contrasting the
king from the text with any of our
national leaders
1 November 30, 2015 Bonifacio Day
2 III. Grammar November
27 A. Pretest: Expanding sentences by 30 to
adding a word or a clause modifier to December
the verb 4, 2015
B. Content: Verb Modification
C. Activity: Expanding sentences by
adding the indicated modifiers after
the verb
D. Posttest: Constructing sentences using
the required modification structure
3 Lesson 5 LONG QUIZ
4 Lesson 6: The Old Man, His Son, and Their Bike

I. Literature
A. Pretest: Enumerating five things that
they expect to learn from the text based
on its title
B. Challenge: Reflecting on the idea that If
you try to please everybody, you will end
up pleasing nobody even yourself.
C. Content: Reading of the text and brief
explanation of point of view The Old
Man, His Son, and Their Bike by M.
Ibrahim
1. Understanding the text
a. Illustrating the chronological order
of events in the poem
b. Identifying the comments of the
bystanders and the old man and his
sons reaction to them
5 D. Insights:
1. Lexis vocabulary test
2. Values infusion/integration
Identifying the moral of the poem and
discussing on how this could be
applied in their life as a student
E. Interface: Reflecting on the morals of the
poem
1 F. Activity: Forming a group of five,
discussing the application of the morals to December
28 them and the society; output could either 7 to 11,
be a song, drama, speech 2015
G. Posttest: Determining if the statements
are true or false
2 II. Language in Focus
A. Listening, Reading, Speaking, Writing
1. Pretest: Listing down ideas that come
to mind upon hearing the words love
letter
2. Content: A Love Letter
3. Activities:
a. Reading the letter assuming that its
for them and then writing a response
to Jesus letter to them
b. Entering the data provided as
bibliography
4. Posttest:
a. Enumerating Jesus feeling towards
the reader/s
b. Enumerating your feelings towards
Jesus
3 III. Grammar
A. Pretest: Using the listed connectors in
sentences
B. Content: Conjunctions or Connectors
1. Additive
2. Causal
3. Adversative
4. Sequential
4 C. Activities
1. Choosing the correct connector to
complete or join the sentences
together
2. Constructing sentences out of the
given connectors
D. Posttest: Enumerating connectors for
each given class
5 Lesson 6 LONG QUIZ
1 THIRD
2 December
29 3 QUARTERLY 14 to 18,
4 2015
5
EXAMINATION
1 Lesson 1: My Thai Cat
December
30 I. Literature 21 to 25,
A. Pretest: Describing the under each given 2015
category
B. Challenge: Reflecting on the sentence
Man is the steward of Gods creation,
which includes the animal.
C. Content: Reading of the text and brief
background of the author My Thai Cat
by Pratoomeratha Zeng
1. Understanding the text essential
questions
2 D. Insights:
1. Lexis vocabulary test
2. Values infusion/integration - Forming
a group, answering questions, and
presenting the answers in the most
creative way
E. Interface: Forming a group and
addressing the different domains of the
so-called dominion or stewardship of
Gods creation through a drama
3 F. Posttest: Answering questions about the
text

II. Language in Focus


A. Speaking
1. Pretest: Forming a group,
brainstorming on the topics listed, and
arriving at a conclusion for each topic
2. Content: Arriving at a Consensus
4 3. Activities
a. Listing down at least five situations
where arriving at a consensus is a vital
element
b. Enumerating the advantages and
disadvantages of the internet in
relation to the study habits of students
like them
c. Forming groups, sharing the
outcome of the second activity, and
arriving at a consensus
b. Arriving with a list of ten most
outstanding qualities of a good student
then ranking them; still the same
group
4. Posttest: Simple class debate
5 B. Reading
1. Pretest:
a. Identifying the two ideas in each
sentence
b. Identifying the main idea in each
sentence
2. Content: Deducing Meaning of
Complex Sentence Structures
1 3. Activities
a. Recognizing the kernel sentence December
31 b. Composing five complex sentences, 28, 2015
exchanging work with a partner, and to January
identifying the kernel sentences of 1, 2016
their partners work
4. Posttest: Writing the kernel sentence
of each item
2 III. Grammar
A. Pretest: Changing sentences from
direct to indirect speech
B. Content: Direct and Indirect Speech
C. Activities:
a. Pairing up and constructing ten
direct speeches and changing them to
indirect speeches
3 b. Changing indirect speeches to direct
speeches
c. Changing direct speeches to indirect
speeches
D. Posttest: Reading a story, listing down
direct speeches, and changing them to
indirect speeches
4 Lesson 1 LONG QUIZ
5 Lesson 2: The Temple on Bukit Jong

I. Literature
A. Pretest: Writing down ten ways on how
they can manifest their love to their
mother
B. Challenge: Reflecting on this - A mothers
love is unconditional.
C. Content: Reading of the text The
Temple on Bukit Jong (a legend)
1. Understanding the text essential
questions
D. Insights:
1. Lexis vocabulary test
2. Values infusion/integration
a. Forming groups, identifying the
most significant way of manifesting
their love for their mother, and acting
it out in front of the class
b. Choosing a song that will best
describe their mothers; same group
1 E. Interface: Pondering on their
responsibility as children of overseas January 4
32 contract worker, preparing and presenting to 8, 2016
a skit for it
F. Posttest:
a. Identifying the character who said
each line
b. Identifying the trait revealed in each
character
2 II. Language in Focus
A. Listening
1. Pretest: Listening to the poem Song
to Celia by Ben Johnson, forming a
group, then explaining how they
understand the poem
2. Content: Narrative Structure of Ballads
3. Activities
a. Reciting the poem O What is that
Sound by W.H. Auden
3 b. Listening to the poem Footprints in
the Sand
c. Conducting a group recitation of the
poem Footprints in the Sand
4. Posttest: Forming groups wherein
some members will recite the poem
Footprints in the Sand and the others
will act it out
4 B. Writing
1. Pretest: Writing a letter to a friend
who is in a hospital
2. Content: Friendly Letters
a. Thank-You Note
b. Congratulatory Note
c. Note of Sympathy
d. An Informal Invitation
e. Bread and Butter Letter
f. Friendly Letter
5 3. Activities
a. Writing a congratulatory note
b. Writing an informal invitation
c. Writing a travel letter
4. Posttest: Writing a bread and butter
letter to their friend and their friends
mother
1 III. Grammar
A. Pretest: Improving the sentences January 11
33 given to 15,
B. Content: Parallelism 2016
C. Activities:
1. Identifying the parallel ideas in the
quoted paragraph of Mark Twain
2 2. Rewriting five sentences from the
paragraph of Mark Twain by inserting
parallel ideas
3. Writing a petition letter and using
parallelism in it
D. Posttest: Underlining parallel ideas in
the excerpt provided
3 Lesson 2 LONG QUIZ
4 Lesson 3: Once Upon a Time

I. Literature
A. Pretest: Answering questions through
illustrations
B. Challenge: Reflecting on the words of
Anonymous True happiness lies in
understanding the needs of others.
C. Content: Reading of the text Once Upon
a Time by Gabriel Okara
1. Understanding the text essential
questions
D. Insights:
1. Lexis vocabulary test
5 2. Values infusion/integration -
Composing a two-stanza poem about
how they should treat aged people
E. Interface:
a. Singing altogether the song
Persons Are Gift
b. Composing a paragraph on whether
they think they are a gift or not
F. Posttest: Reciting the poem Once Upon a
Time dramatically with interpretation
1 II. Language in Focus
A. Reading January 18
34 1. Pretest: Reading the article A Lost to 22,
Civilization and answering the 2016
questions that follow
2. Content: Reading for Information,
Pleasure, and Appreciation
3. Activities
a. Reading the article I Refuse
b. Writing ten significant details about
Dr. Jose Rizal from the article
2 c. Reading the article The Two Frogs
by Aesop
d. Discussing what they have learned
e. Forming groups, choosing a reading
material, and listing down five
important details from the text
4. Posttest: Reading the article The
Winning of Atlanta and drawing a
symbol or scene that will best
represent that story
3 B. Writing
1. Pretest:
a. Forming groups, comparing different
invitation letters, and coming up with a
general description of an invitation
letter
b. Writing an invitation letter to a
friend
2. Content: Informal Invitation Letter
4 3. Activities
a. Making an informal invitation letter
to their former schoolmates in
celebration of Teachers Day
b. Inviting relatives to a family reunion
4. Posttest: Writing an invitation letter to
their aunt to come and celebrate their
brothers graduation at their house
5 III. Grammar
A. Pretest: Forming participles and
scrambling the words to form a
synonym for complain
B. Content: Verbals
1. participle
2. infinitive
3. gerund
1 C. Activities:
1. Completing sentences with gerunds January 25
35 and gerund phrases to 29,
2. Recognizing the verbal in each 2016
sentence and identifying its kind
D. Posttest: Changing gerunds to
infinitives
2 Lesson 3 LONG QUIZ
3 Lesson 4: I Thank You God

I. Literature
A. Pretest: Listing down five parts of their
body that they would want to change if
given the chance
B. Challenge: Reflecting on the words We
should love one another or die. -
Anonymous
C. Content: Reading of the text I Thank
You God by Bernard Dadi
1. Understanding the text essential
questions
D. Insights:
1. Lexis vocabulary test
4 2. Values infusion/integration
Describing the advantages and
disadvantages of any surgical
procedure in the field of cosmetology
then giving their recommendation with
explanation
E. Interface: Researching on Africas history
as a conquered race and the
discrimination that they experience;
Writing a two-paragraph essay as an
output for their research
F. Posttest: Illustrating the speaker as he
describes himself in the poem I thank
You God
5 II. Language in Focus
A. Listening
1. Pretest: Forming groups, discussing
and planning on a presentation of the
different sounds listed, then presenting
it to the class
2. Content: Harmony and Rhythm in
Poems
3. Activities
a. Forming groups and reciting the
poem Aladdin and the Jinn by Vachel
Lindsay with rhythm and harmony
1 b. Reciting an Asian poem dramatically
in class; same group February 1
36 4. Posttest: Sharing insights about the to 5, 2016
poem Speak to Me by Anonymous
2 B. Writing
1. Pretest:
a. Filling in the interest inventory list
b. Filling in the blanks with wishes
2. Content: Journal
3 3. Activities: Making a journal by
answering the questions provided
4. Posttest: Composing their first journal
entry with the title My Fondest
Dream
4 III. Grammar
A. Pretest: Completing the sentences by
providing the necessary prepositions
B. Content: Prepositions
C. Activities:
a. Underlining the preposition that will
best complete the sentence
5 b. Writing a paragraph over a certain
problem then underlining the
prepositions they used
D. Posttest: Finding prepositions in the
puzzle and using them in sentences
after
1 Lesson 4 LONG QUIZ
2 Lesson 5: Feast of the Dead February 8
37 to 12,
I. Literature 2016
A. Pretest: Giving a reflection on the
illustration provided
B. Challenge: Reflecting on the words of
Anonymous - He who does not work will
no eat.
C. Content: Reading of the text and brief
background of Turkey Feast of the Dead
by Cevdet Kudret
1. Understanding the text essential
questions
D. Insights:
1. Lexis vocabulary test
3 2. Values infusion/integration
Answering the questions provided
through illustration
E. Interface: Forming a group, thinking of
the best song that depicts the other
group, rendering the song creatively, and
expressing appreciation after each
rendition
F. Posttest: Summarizing the story by
arranging the chain of events
4 II. Language in Focus
A. Reading
1. Pretest: Ranking words
2. Content: Arranging Cords in a Cline
3. Activities
a. Arranging words with increasing
intensity
5 b. Determining the word which does
not belong to the group
c. Arranging each group of words from
Activity 2 in a cline
4. Posttest: Making a cline of five words
by providing three appropriate words
1 B. Writing
1. Pretest: Pairing up and sharing their February
38 answers to the questions provided 15 to 19,
2. Content: Book Review 2016
2 3. Activities
a. Reading the book review on To Kill
a Mockingbird and answering the
questions that follow
b. Writing an advertisement on a book
that they have recently read
4. Posttest: Making a review on any book
among the choices provided
3 III. Grammar
A. Pretest: Reading and singing the song
If by Bread, underlining the lines
that state a condition, then explain
each
B. Content: Conditional Sentences
1. Future Conditional Sentences
2. Present Conditional Sentences
3. Past Conditional Sentences
4 C. Activities:
1. Completing the sentences by
providing if-clauses
2. Filling in the charts with the
appropriate conditional sentences
D. Posttest: Rewriting the song If by
using the conditional sentences
5 Lesson 5 LONG QUIZ
1 Lesson 6: The Food of Paradise
February
39 I. Literature 22 to 26,
A. Pretest: Forming a group, presenting each 2016
groups morning rituals in a mime, and
the other groups will guess what the
rituals are
B. Challenge: Reflecting on the quotation
Allah surely gives food to everyone, but
the quality and kind are dedicated by
what man deserves.
C. Content: Reading of the text The Food
of Paradise by Ibn Amjed Arabia
1. Understanding the text essential
questions
2 D. Insights:
1. Lexis vocabulary test
2. Values infusion/integration Sharing
experiences about Karma in class
3 E. Interface: Sharing suggestions on how to
eradicate misconceptions about Muslims
F. Posttest: Choosing important scenarios in
the story The Food of Paradise and
acting it out in class; same group
4 February 25, 2016 EDSA People Power
5 II. Language in Focus
A. Reading
1. Pretest: Explaining the meaning of the
underlined idioms and using the idioms
in sentences
2. Content: Idiomatic Expressions
1 3. Activities
a. Matching the meaning in column A February
40 with the idiom in column B 29 to
b. Inserting the word love correctly March 4,
in each idiomatic phrase 2016
2 c. Researching on the meaning of each
idiom in Activity 2 and using each on a
sentence
4. Posttest: Writing a paragraph using
idioms and encircling them
3 B. Writing
1. Pretest: Pairing up, listing questions
they would like to know from their
partner, asking each other, and then
writing in a paragraph their answers
2. Content: Interview
4 3. Activity: Interviewing one of the
members of the faculty on a topic
agreed upon by the class and they
should write their interview story
individually
4. Posttest: Cutting a newspaper
interview, reading and analyzing its
content, adding five significant
questions and possible answers, and
adding it up to the written interview
5 Lesson 6 LONG QUIZ
1 March 7 to 10, 2016
2 FOURTH March 7 to
41 3 QUARTERLY 11, 2016
4 EXAMINATION
5 March 11, 2016 End of School Year

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