IMMACULADA CONCEPCION COLLEGE

Soldier's Hills III Subd., Brgy 180, Tala, North Caloocan City
Tel. nos: 709-42-25/935-99-86/373-15-12
icc_caloocan@yahoo.com.ph

SYLLABUS IN ENGLISH 8
A.Y. 2017-2018

Vision: Immaculada Concepcion College envisions to develop globally competent leaders who possess a strong sense of self-direction and passion for excellence.
Mission: ICC aims to provide quality education designed to nurture highly skilled, well rounded and confident life-long learners to be productive contributors of the global society.

QUARTER: FIRST UNIT TOPIC/S: I – THE BLISS OF YOUTH

NO. OF DAYS: 44 TEACHER: Angelo G. Rañeses

STANDARDS ESSENTIAL UNDERSTANDING ESSENTIAL QUESTIONS

CONTENT STANDARD:
The learners demonstrate understanding of the: The learners will understand that… The students will consider the following questions:

 Voice  Paragraph writing remains the most important 1. How is learning to write and expand a basic
 Passive Voice part of any written assignment. Learning to paragraph important to me?
 Transforming Active to Passive organize good paragraphs is worthwhile to be a
Add one or two more.
 Transforming Perfect Tenses from Active to good writer. After brainstorming, topic selection
Passive and writing the thesis the next step is to write a
 Subject and Verb Agreement paragraph. As you have to write multiple
 Subject and Verb Agreement for Compound paragraphs to form a paper and you should make
Subjects them coherent and connected logically.
 The Basic Paragraph
 Expanding the Basic Paragraph Add one or two more.
 Structural Paragraphs
 Developmental Paragraphs
 Writing Well-organized Paragraphs that Stick to a
 Single Idea
 Writing Paragraphs that Follow a Recognizable
Logic
PERFORMANCE STANDARD:

 The students are able to exhibit understanding of

the uses of active and passive voice of the verb.
 They will write and improve paragraphs
following given guidelines.
VALUES FORMATION STANDARD:

 The students are able to appreciate the

importance of following guidelines as they are
able to learn organizing good paragraphs.

TIME TOPIC LEARNING LEARNING ASSESSMENT GRADING REMARKS

FRAME COMPETENCIES STRATEGY/ IES METHOD METHOD
Days 1-3 Voice  Identify verbs in the  Discussion Formative assessment  Point system 80% of the students are
active voice  Group  Rubrics able to identify sentences
 Guided
 Distinguish sentences Dynamics with verbs in active and
activities and passive voices
that use active voice of
exercises
the verb
Days 4-6 Passive Voice  Distinguish between  Discussion Formative assessment  Point system
active and passive  Group  Rubrics
 Guided
voice Dynamics
activities and
 Exhibit understanding
exercises
 of the uses of active
and passive voice of
the verb
Days 7-9 Transforming Active to  Transform sentence  Discussion Formative assessment  Point system 80% of the students are
Passive from active to passive  Group  Rubrics able to transform
 Guided sentences with verbs in
voice Dynamics
activities and
 Apply suitable tense of active to passive voice
exercises
the verb when
transforming sentences
Days 10-13 Transforming Perfect  Recognize sentences in  Discussion Formative assessment  Point system 80% of the students are
Tenses from Active to the present perfect  Group  Rubrics able to transform
Passive  Guided sentences with verbs in
tense using active Dynamics
activities and perfect tenses from
voice
exercises
 Transform sentences in active to passive voice
the perfect tense from
active to passive voice
Days 14-16 Subject and Verb  Be familiar with  Discussion Formative assessment  Point system
Agreement indefinite pronouns  Group  Rubrics
 Guided
and the verb that they Dynamics
activities and
require 80% of the students are
exercises
 Use indefinite able to correctly to apply
pronouns and verbs rules in sentence
correctly in a sentence constructions
Days 17-19 Subject and Verb  Be familiar with  Discussion Formative assessment  Point system
Agreement for compound subjects  Group  Rubrics
Compound Subjects  Guided
and the verb that they Dynamics
activities and
require
exercises
 Differentiate singular
from plural compound
subject
Days 20-22 The Basic Paragraph  Understand what a  Discussion Formative assessment  Point system
basic paragraph is  Rubrics
 Guided
 activities and
exercises
Days 23-26 Expanding the Basic  Write a more elaborate  Discussion Formative assessment  Point system
Paragraph paragraph by  Rubrics
 Guided
extending a basic
activities and
paragraph
exercises
Days 27-29 Structural Paragraphs  Identify the format of  Discussion Formative assessment  Point system
structural paragraphs  Rubrics
 Guided
activities and 80%of the students are
exercises able write more
Days 30-32 Developmental  Understand  Discussion Formative assessment  Point system elaborate paragraphs by
Paragraphs developmental  Rubrics extending basic
 Guided
paragraphs paragraphs
activities and
exercises
Days 33-35 Writing Well-organized  Develop well-  Discussion Formative assessment  Point system
Paragraphs that Stick to organized paragraphs  Rubrics
a Single Idea  Guided
that stick to a single
activities and
idea
exercises
Days 36-38 Writing Paragraphs that  Write a paragraph that  Discussion Formative assessment  Point system
Follow a Recognizable follows a recognizable  Rubrics
Logic  Guided
logic
activities and
exercises
Days 39-41 Performance Task (Project Making)

Days 42-44 First Quarter Examinations

 PERFORMANCE TASK (GRASPS)
Goal: Create a mini scrapbook with at least 3 short essays.
Role: You as a student
Audience: Grade 8 students
Situation: The purpose of mini scrapbook is to follow the guidelines in writing and expanding a basic paragraph and showcase student’s creativity in creating a mini scrapbook
Product: Mini Scrapbook with Short Essays
Standards/Criteria – The output should clearly illustrate each processes presented.
Rubrics: Mini Scrapbook with Short Essays

5 4 3 2
FOCUS & DETAILS There is one clear, well-focused There is one clear, well-focused Work is slightly incomplete with The topic and main ideas are not
topic. Main ideas are clear and topic. Main ideas are clear but few grammatical errors There is clear.
(5 x 5 = 25)
are well supported by detailed are not well supported by one topic. Main ideas are
and accurate information. detailed information. somewhat clear.

ORGANIZATION The introduction is inviting, The introduction states the main The introduction states the main There is no clear introduction,
states the main topic, and topic and provides an overview topic. A conclusion is included. structure, or conclusion.
(5 x 5 = 25)
provides an overview of the of the paper. A conclusion is
paper. Information is relevant included.
and presented in a logical order.
The conclusion is strong.

CREATIVITY Very attractive Attractive Slightly attractive Not attractive at all

(4 x 5 = 20)

VOICE The student’s purpose of writing
is very clear, and there is strong
(3 x 5 = 15)
evidence of attention to
What voice? audience. The author’s extensive
knowledge and/or experience
with the topic is/are evident.
The student’s purpose of writing
is somewhat clear, and there is
some evidence of attention to
audience. The author’s
knowledge and/or experience
with the topic is/are evident.
The student’s purpose of writing The student’s purpose of writing
is somewhat clear, and there is is unclear.
evidence of attention to
audience. The author’s
knowledge and/or experience
with the topic is/are limited.

SENTENCE STRUCTURE, All sentences are well Most sentences are well Most sentences are well Sentences sound awkward, are
 GRAMMAR, MECHANICS, constructed and have varied
& SPELLING structure and length. The author
makes no errors in grammar,
(3 x 5 = 15)
mechanics, and/or spelling.
constructed and have varied
structure and length. The author
makes a few errors in grammar,
mechanics, and/or spelling, but
they do not interfere with
understanding.
constructed, but they have a
similar structure and/or length.
The author makes several errors
in grammar, mechanics, and/or
spelling that interfere with
understanding.
distractingly repetitive, or are
difficult to understand. The
author makes numerous errors in
grammar, mechanics, and/or
spelling that interfere with
understanding.

Prepared by: Reviewed by: Noted by: Approved by:

ANGELO G. RAÑESES BEVERLY C. TUTOR GEMA NADUNZA-QUILLOPO FERDINAND J. RIFFAREAL, Ph. D.

English 8 Teacher Teacher-in-Charge, Grades 4-10 Vice Principal, BES Vice President for Academic Affairs/Principal