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SYLLABUS IN (SUBJECT/COURSE NAME)

Code Number:

I. School’s Vision, Mission, Goal, Objectives, Michaelinian Identity

Vision
Saint Michael College of Caraga envisions to be a university by 2035 and upholds spiritual formation and excellence in teaching, service, and research.

Mission
As such SMCC, commits itself:
 SMCC shall provide spiritual formation and learning culture that will ensure the students with excellent and rewarding learning experience that
transform lives, abound spirituality, develop skills and prepare future leaders;
 SMCC shall engage to dynamic, innovative, and interdisciplinary researches that are publishable to advance and achieve institutional initiatives; and
 SMCC shall commit to serve the diverse and local communities in fostering innovations through service-learning that enhances reciprocal community
partnerships for spiritual and social development.

GOAL
Uphold Culture of Excellence in the Areas of Spiritual Formation, Instruction, Research, and Extension, thus Produce Graduates that are Globally
Competent, Spiritually Embodied, and Socially Responsible.

GENERAL OBJECTIVES
 To integrate positive and evangelical values in all areas and design Christian formation programs that are effective and responsive to the psychospiritual
needs of the students, pupils, parents, and personnel. To enhance continuously the curriculum and upgrade teachers’ professional, emotional, spiritual
growth, and quality of instruction.
 To continue upgrading facilities and services for the satisfaction of the clientele.
 To intensify the curriculum-based and institutional researches that are dynamic, innovative, and interdisciplinary
 To implement programs that help educate, motivate, and inspire to assume an active role and become socially responsible stewards of God’s creation.
 To provide the best student services catering physical, mental, emotional, spiritual, socio-cultural needs of the students.
 To establish harmonious linkages with the Alumni, PTA, LGU, and other stakeholders to gain support for the school development plans.
 To work for Accreditation by any recognized accrediting agency.

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MICHAELINIAN IDENTITY
Secured by Saint Michael the Archangel’s Sword of Bravery and Victory, nourished by the faithful acceptance and practice of the Christian teachings and
guidance of the Catholic church, animated by MARY’s maternal devotion and intercession, guided by the gospel values, empowered by Christ’s life and examples
- the Michaelinians of today and tomorrow are persons who are:

S– ocially Responsible for the respect, care, love and development of God’s creations as such at all times demonstrate and live-out their social responsibilities;
M– issionaries of Christian Values, possessing a faith that is dynamic to imbibe and to proclaim and promote the Christian values, hence, sharing in the mission
of Christ and of the Catholic church to make all people members of one sheepfold of God;
C – ommitted Indivuduals and/or Leaders, likened to the faithful commitment of Jesus to His Father, thus, upholding unconditional commitment to value-filled
life and actions of love and mercy;
C – ompetent in their Chosen Field of Endeavors, performing with in-depth confidence as they exude in competence in the performance of their chosen field of
endeavors.

Therefore, Michaelinians have the identities of Social Responsibility, Missionaries of Christian Values, Committed Individuals and/or Leaders, and
Competent in their Chosen Field of Endeavors, which are paramount to transform people to be person-oriented, persons of values, persons of faith and love for
God, and persons of love and mercy for others.

II. Graduate Intended Learning Outcomes (GILO)


a. Demonstrate social responsibilities
b. Become missionaries of Christian values
c. Uphold unconditional commitment to life and to action
d. Exude competence in their chosen field of endeavours

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III. Program Intended Learning Outcomes (PILO)
PROGRAM MAPPING
Program Intended Learning Outcomes (PILOs) Graduate Intended
After completion of the program, the student must be able to: Learning Outcomes
(GILOs)
a b c d
a. Work in team environment D
b. Demonstrate appropriate Christian traits D
c. Hold a disposition and capacity to understand and act on issues of global significance D D
d. Equip oneself with traits, knowledge, and measures of success D
e. Enrich lives in and out of school by experiencing a wide range of extra-curricular activities D D
f. Amplify the role as contributor to the development of community-based service learning D I
g. Apply knowledge and skills in the pursuit of humanitarian goals I I D
h. Develop critical thinking and problem solving through research I I
i. Apply the responsibilities as stewards of God’s talents and creations I D
j. Develop effective communication skills D

IV. Course Code: Eng G7


V. Course Name: ENGLISH Grade 7
VI. Course Unit: 12 units
VII. Course Description: The subject takes you to the worlds through the wonderful Philippine literary selections which cover from Ancient Literature down to
Contemporary Literature. It provides myriad of opportunities to hone the learning skills in the use of English through integrating meaningful learning experiences and
activities which develop the four macro skills of the students in various situations. The lessons are intended to cater learners’ special interest, inform, solve problems
in non- violent ways, write good and interesting short personal narratives, present a communicative experience that enables them to become more cooperative and
responsible users of English language of today’s global village with the integration and appreciation of Philippine Literature.
VIII. Pre-requisites/Co-requisites: Grade 6 English
IX. Contact Hours: 60 minutes per meeting , 240 minutes per week

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X. Course Intended Learning Outcomes (CILO)

Course Intended Learning Outcomes (CILOs) Program Intended Learning Outcomes (PILOs)
After completion of the course, the student must be able to: a b c d e f g h i j
Cognitive
1. Infer and discuss intelligently the use of the basic grammar lesson and all the related language and/or
D D D D
grammar components. D
2. Deduce and explore variations for more ways to build and expand vocabulary skills. D D
3. Become word-perfect in the school’s VMGO. D D
Affective
4. Cultivate interest in improving basic language and/or grammar skills. D D D
5. Develop appreciation of World Literature and its components. D D
6. Take by heart the Michaelinian identity by living the values learned. D D I
Psychomotor
7. Explain and illustrate language concepts clearly. D D D
8. Articulate ideas in English and pay attention to the correct use of grammar and correct speech sounds. D D
9. Put into effective practice the journalistic skills. D D D D D
10. Deliver effectively various oral interpretations. D P
11. Manifest the Michaelinian identity in a variety of social situations. D D D
Valuing
12. Enhance the development of desirable attitudes and values through appropriate use of the language
D I
and integration of valuing experiences.
13. Demonstrate respect and show physical, moral, and spiritual manifestation of the learned moral and
D
human values derived from the literary/selections read.
14. Uphold the Michaelian values by leading others as an example. D D
I – Introduce D – Demonstrate with Supervision P – Practice without Supervision

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XI. Contents
1ST GRADING PERIOD

Intended Learning Outcomes Institutional Assessment Course


Hour(s) Topics Teaching and Learning Activities Resources/References
(ILO) / Competency(ies) Values Tasks Map

5 •Discuss and infer the •SMCC Vision, Mission, Socially Explore  Student Handbook -Mini Task CILO3
(Week VMGO implemented by the Goals and Objectives Responsible  Teacher’s Manual -Oral CILO6
1) school which will be Let them share their own experiences Recitation CILO11
emulated in one’s daily Missionaries or observations of today’s happenings CILO14
undertakings of Christian around the school. Blog about
Values the future
Introduce the VMGO of the school. Effect of the
Committed VMGO to the
Indivuduals Firm Up community
and/or Discussion: The teacher discusses the
Leaders following: VMGO application Rubrics:
*Content
Competent in Let the students discuss what are the *Writing
their Chosen things they learn about the discussion Mechanics
Field of *Creativity
Endeavors, Let them enumerate values that will and Design
help them become a better
michaelinian student.

Deepen

Students provide tangible examples on


how they can help achieve the VMGO.
Transfer

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Create a blog about the VMGO and How
it will affect the people in the
community if all goals are met.

10 Describe the different Socially •Ribo, ,et. al Language in Group


(Week 2 genres during the pre- Responsible Explore: Literature (Philippine Dialogue CILO5
and 3 colonial period. Reading/Literary Text Word Games: Identify Me Literature. K to 12 Grade 7 Presentation CILO2
Scan text/ selection to get •Selection: Folk Dances in Missionaries Activity(Literary Genre) 2013. Chapter 1 pages 2- CILO1
relevant/ specific the Philippines of Christian Interactive Game: Fast and Swift 31 Rubrics: CILO7
information Values Activity(Scanning) -Volume and CILO8
Literature •Hernandez, et. al English Projection CILO10
Distinguish features of •Literary Genres Committed Classify Me Activity: Distinguishing Communication Arts and -Fluency CILO12
colloquial language (fillers, Indivuduals formal versus casual articulations Skills through Philippine -
contractions, etc.) and Reading Skills and/or Literature. The New Grade Pronunciatio
slang. •Scanning Leaders Charades/Pantomiming: Presenting sets 7. 2015 Chapter 1 pages 4- n
of proclamations worth to be perused 20, 26- 27, 110-114 -Content
Recognize verbs and its Vocabulary Competent in orally and to be acted or emulating
tenses in the sentences •Slang & Colloquial their Chosen utilizing non-verbal communication, •Yu, et. Al Essential
Use the tenses of the verbs Expressions Field of signals, and articulation
English: Work text on
in meaningful sentences Endeavors, Literature and Language.
Language Focus Presenting this inquiry: What is a decent
K to 12 Grade 7 2017.
Observe the correct • Review: Verb tenses Speech?
Chapter 1 pages 9-10,11-
production of vowel and 13
consonant sounds, words Speech List me down Activity: Post inquiries to
and phrases using volume • Sound Production(Volume the understudies:
•(Retrieved April
and projection. and Projection) 2018, from
1. "Where would you be able to
discover valid data or answers for your https://baitang7.wordpress.
Develop one’s reading and SRA Reading Laboratory com/2012/05/06/complete-
comprehension skills and task inside the school which calls for
inquiring about besides surfing the grade-7-english-teachers-
understanding concepts guides-and-learning-
through SRA Reading web?"
packages/)
Laboratory

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2. What are the references you see •(Retrieved April 2018, from
Enhance one’s lexis by inside the library which can enable you http://genresofliterature.com/
knowing the different to locate some essential data?
genres of pre- colonial
period Firm Up:
Library: Getting its significance utilizing
affixes(prefix, root word, postfix), as
well as equivalent words and antonyms
in the lexicon

Pose representations identified with the


huge thought: OUR GLORIOUS PAST
gives chances to share their thoughts
and comprehension on how pre-Spanish
Literature has created to review one's
earlier information.

Discuss the distinctive kinds of writing

Discuss the understudies the foundation


and the rich social legacy of the Filipinos
in writing including the Philippine
legends/oral legend which are passed
on from age to age.

Read a section and let understudies


answer the given inquiries. At that
point, surmise and examine routes in
filtering a choice to get particular data.

Discuss the contrast among st slang and


casual articulations for viable
correspondence. Enable understudies
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to utilize slang and casual articulations
in important sentences.

Read the sentences they performed


through activities and let them
distinguish activity words. Surmise
verbs and its tenses as utilized as a part
of sentences. Give them a chance to
utilize the tenses of the verbs into
important sentences.

Present and examine circumstances


which utilize verbal signals in oral
collaboration

Show pictures on the distinctive


references found in the library and
enable the understudies to think about
the photos in view of its portrayal. At
that point, talk about the data they can
get on the diverse references found in
the library

Deepen:
Paper and Pencil Test(Literary Genre
Compilation)

Scavenger Hunt-Using Scanning(News


Article), references in the library

Paper and Pencil Test-Applying verb


tenses
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Paragraph Writing- Journal Entries
proper verb tenses.

Dialog
Composition(Situational/Differentiated
applying slang and colloquial
expressions, using verbal cues

Library Works: Getting Information


from different references(Group work

Transfer:
Conversation Presentation
Present a dialog they’ve written which
contains colloquialisms , correct use of
grammar using volume and voice
projection

Identify the distinguishing Reading/Literary Text Socially Ribo, ,et. al Language in -Mini Task CILO5
10 features of riddles, •Proverbs: Words of Responsible Explore: Literature (Philippine -Rewriting a CILO2
(Week 4
proverbs, myths and Wisdom Literature. K to 12 Grade 7 Myth or CILO1
and 5) CILO8
legends •Myth: How the World Missionaries Firm Up: 2013. Chapter 1 pages 74- Legend
Began of Christian 105 Rewrite a CILO9
Skim for major ideas using •Legend: Why Do the Moon Values Deepen: • Hernandez, et. al English myth/legend
headings as guide and Stars Appear Only at Communication Arts and observing
Night? Committed Transfer: Skills through Philippine the rules of
Observe correct subject- Indivuduals Literature. The New Grade 7. subject- verb
verb agreement in Literature and/or 2015 Chapter 1 pages 28- 43 agreement,
sentences a. Proverbs b. Myths Leaders •Yu, et. Al Essential English: and its style
c. Legends Worktext on Literature and of writing as
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Observe the correct pitch Competent in Language. K to 12 Grade 7 a means of
levels (high, medium, low) Reading Skills their Chosen 2017. Chapter 1 pages 15- connecting
when reading lines of •Skimming Field of 16, 27-28, 39-44 to the past
poetry, sample sentences Endeavors, •(Retrieved April 2018, from
and paragraphs Language Focus https://baitang7.wordpress.c Rubrics:
• Subject-Verb Agreement om/2012/05/06/complete- -Theme
Differentiate literary grade-7-english-teachers- -
writing from academic Speech guides-and-learning- Organization
writing • Prosodic features(Pitch packages/) of Ideas
Levels) -Supporting
Develop one’s reading and Details
comprehension skills and Formal Theme Writing -Written
understanding concepts •Literary vs Academic Content
through SRA Reading Writing /Conventions
Laboratory

Build understanding in
enriching one’s
vocabulary with colloquial
pairs

Explore:

Firm Up:

Deepen:

Transfer:

Explore:

Firm Up:

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Deepen:

Transfer:

Performance Task:

XII. Grading System


Criteria Percentage

TOTAL Grade Percentage 100%

Prepared by:

_______________________ ______________
Coordinator/Program Chair Date

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________________________ ______________
Member Date

DEPARTMENT OF
_______________________ ______________
Bachelor of Science in Member Date
Curriculum 2019

_______________________ ______________
Member Date

_______________________ ______________
Member Date

Resources Checked & Verified by:

_______________________ ______________

Librarian Date

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Checked by:

_______________________ ______________

Principal / Dean Date

Evaluated by:

_______________________ ______________
DEPARTMENT OF
External Expert Date
Bachelor of Science in
Curriculum 2019
Approved by:

DENNIS P. MAUSISA, DODT, ED.D-ISRM _______________

Vice – President for Academic Affairs Date

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