BULACAN STANDARD ACADEMY

Poblacion, City of San Jose del Monte, Bulacan

AY 2019-2020

CURRICULUM MAP

Subject: English Subject Teacher: John Dave C. Espino

Grade Level: Grade 10 Grading Period: 1st to 4th Quarter

TERM UNIT TOPIC: INSTITUTIONAL

STANDARDS COMPETENCIES
(NO): CONTENT ASSESSMENT ACTIVITIES RESOURCES CORE VALUE
SKILLS
MONTH
Q1 The Greco- Content Standard: EN10RC-Ia-2.15.2:
June Roman Legacy The learner Determine the effect
demonstrates of textual aids like Sentence Venn diagram Textbooks
understanding of how advance organizers, Completion Audio Visual Excellence and
world literature and titles, non-linear Competence
other text types serve illustrations, etc. on
as ways of expressing the understanding of a
and resolving text
personal conflicts, Creativity
also how to use
strategies in linking EN10V-
textual information, Ia13.9:Differentiate Critical Thinking
repairing, enhancing formal from informal Gap filling Flash cards Textbooks
communication definitions of words
public speaking,
emphasis markers in EN10WC-Ia12.1: Communication
persuasive texts, Identify features of Identification Raise your flag Textbooks
different forms of persuasive texts
modals, reflexive and Critical Thinking
intensive pronouns.
EN10OL-Ia-3.14:
Identify the factors of Fill in the blanks Sentence making Audio visual
public speaking
Cross Cultural
Understanding
EN10G-Ia-27: Use Textbooks
reflexive and intensive Essay writing Word formation Audio Visual
pronouns

EN10LT-Ib-2.2:
Explain how the
elements specific to a Oral Assessment 1 Minute Talk Textbooks
genre contribute to the
theme of a particular Q and A Audio Visual
literary selection
EN10LT-Ib2.2.1:
Express appreciation
for sensory images
used

EN10OL-Ib-3.15:
Describe and interpret Oral Assessment KWL technique Textbooks
the ethics of public
speaking
 EN10WC-Ic12.2:
Formulate a statement Oral Assessment Debate/Argumentatio Graphic
of opinion or assertion n Organizer

EN10G-Ic-26: Using Audio-visual

words and expressions Oral Assessment Graphic
that emphasize a point Oral recitation organizer

EN10G-If-3.6: Use
modals Filling the gap Textbooks
Oral recitation

Content Standard: M1 Text 1: Essential Question:

The learner Understand on how The Odyssey: A How does world Textbooks Creativity
demonstrates world literature and Summary literature serve as
understanding of how other text types serve ways of expressing Audio-Visual
world literature and as ways of expressing Text 2: and resolving personal Resource Understanding
other text types serve and resolving personal Farewell conflicts?
as ways of expressing conflicts. between Hector
and resolving and Andromache Text 1: Cultural
personal conflicts, Get Up and Bar the Competence
also how to use Text 3: Door
strategies in linking Priam Ransoms
textual information, the Body of Answer: Bravery
repairing, enhancing Hector The author rendered
communication this story to resolve
public speaking, conflict.
emphasis markers in
persuasive texts, Supporting Texts:
different forms of They made a pact
modals, reflexive and between them two,
intensive pronouns. They made it firm and
sure,
That the first word
who e’er should speak
Should rise and bar
the door

Reason:
These lines prove that
in all conflict there are
solutions.

Text 2:
Hamlet (Hamlet’s
Soliloquy)
Answer:
The poem tells us
another view of
solving conflict.

Supporting Texts:
To be, or not to be,
that is the question:
Whether ‘tis nobler in
the mind to suffer
The slings and arrows
of outrageous fortune,
Reason;
These lines tell about
us the other side of
solving conflict.

Common Ideas in
 Reasons
Everything has a
solution.
Essential
Understanding:
Students will
understand that in
every conflict we can
always have a reason
to put a solution.

Performance Performance Scaffold 1: Textbook Critical Thinking

Standard The students will Standard in  The teacher
The learner compose a short but GRASPS presents an Audio-visual
composes a short but powerful persuasive example video Collaboration
powerful persuasive text. The Philippines about persuasive
text using a variety of has almost 7,107 text.
persuasive techniques islands. In  The teacher shows Competence
and devices. different region the ways on how
there are to execute
different persuasive text.
individuals that  The teacher Creativity
love our country. presents the
As officers of rubric.
Sangguniang
Kabataan, you Scaffold 2:
will be  The teacher
composing a presents about
short but persuasive
powerful text.
persuasive text  Students will
and perform it follow.
during the Youth
 Convention.  The rubric is
presented.

Scaffold 3:
 The students
will perform a
about
persuasive
text.
 The students’ will
create a persuasive
text issue will be
assessed through
peer feed backing
using the rubric.

Q2 Early European Content Standard:

Literature The learner EN10RC-IIa-11:
demonstrates Transcode information
understanding of how from linear to non- Matching type Context clues Textbooks
world literatures and linear texts and vice- Critical Thinking
other text types serve versa
as vehicles of
expressing and Collaboration
resolving conflicts EN10V-IIb13.9: Give
among individuals or technical and Constructed Think and Write Textbooks
groups; also how to operational definitions response test Competence
use strategies in
critical reading,
listening, and EN10WC-IIa13.1:
viewing, and Identify parts and Matching Type Swap Talk Textbooks Creativity
affirmation and features of Graphic
negation markers to argumentative essays Fish Bone Method organizers
deliver impromptu
and extemporaneous
speeches. EN10LT-IId2.2:
Explain how the True or False Predict what is to Graphic
elements specific to a happen Organizers
genre contribute to the
theme of a particular
literary selection Fill in the blanks Differentiated Activity Textbooks
EN10LT-IId2.2.2:
Explain the literary
devices used

EN10LT-IIe2.2.3: Sentence Pass the Message Graphic

Determine tone, mood, Completion Organizers
technique, and purpose 1 minute Talk
of the author Textbooks

EN10LC-IIg-13.3: Oral Assessment Q and A Textbooks

Detect biases and Matching Type Graphic
prejudices. Organizer

Graphic
EN10F-IIi-1.15: Make Oral Assessment Swap Talk Organizers
and deliver impromptu
and extemporaneous Cloze Test 1 minute Talk Textbooks
speeches with ease and
confidence. Oral Recitation Audio-Visual

Content Standard: M1: Text 1: Essential Question:

The learner Understand on how The song of How do the world Textbook Critical Thinking
demonstrates world literature and Roland: A literature and other
understanding of how other text types serve summary text types serve as Audio-visual
world literatures and as vehicles of vehicles of expressing Collaboration
other text types serve expressing and Text 2: and resolving conflicts
as vehicles of resolving conflicts Don Quixote by among individuals or
expressing and among individuals or Miguel de groups? Competence
resolving conflicts groups. Cervantes
among individuals or Saavedra (1547- Text 1:
groups; also how to 1616) Get Up and Bar the Creativity
use strategies in Door
critical reading, Text 3:
listening, and The Death of Answer:
viewing, and Siegfried (from The author rendered
affirmation and the this story to resolve
negation markers to Nibelungenlied) conflict.
deliver impromptu
and extemporaneous Supporting Texts:
speeches. They made a pact
between them two,
They made it firm and
sure,
That the first word
who e’er should speak
Should rise and bar
the door

Reason:
These lines prove that
in all conflict there are
solutions.

Text 2:
 Hamlet (Hamlet’s
Soliloquy)
Answer:
The poem tells us
another view of
solving conflict.

Supporting Texts:
To be, or not to be,
that is the question:
Whether ‘tis nobler in
the mind to suffer
The slings and arrows
of outrageous fortune,
Reason;
These lines tell about
us the other side of
solving conflict.

Common Ideas in
Reasons:
Everything has a
solution.
Essential
Understanding:
Students will
understand that in
every conflict we can
always have a reason
to put a solution.

Performance The learner will Performance Critical Thinking

Standard: deliver an Standard in Scaffold 1:
The learner argumentative speech. GRASPS:  The teacher Video Clips
proficiently delivers presents an Collaboration
an argumentative Conflicts caused example video
Feature articles,
speech emphasizing by individuals. about
how to resolve As a youth with argumentative Competence
vlogs
conflicts among an advocacy of speech.
individuals or groups. peace, you will  The teacher shows
deliver an the ways on how
argumentative to execute Creativity
speech in front of argumentative
Juvenile speech.
Children.  The teacher
presents the
rubric.

Scaffold 2:
 The teacher
presents about
argumentative
speech.
 Students will
follow.
 The rubric is
presented.

Scaffold 3:
 The students
will perform a
about
argumentative
speech.
 The students’
 about research on
socio-cultural
issue will be
assessed through
peer feed backing
using the rubric.

Q3 Using Short Content Standard: EN10RC-IIIa-22.1:

Stories around The learner Overall artistic value Excellence and
the World for demonstrates of the structure and Sentence 2 column Comparison Textbook Competence
Resolving understanding of how elements of the Completion Table
Conflicts world literature and selection
other text types serve (structuralist/formalist
as sources of wisdom ) Creativity
in expressing and
resolving conflicts
among individuals, EN10LT-IIIa2.2: Inner-outer circle Graphic Critical Thinking
groups and nature; Explain how the Organizers
also how to use elements specific to a
evaluative reading, genre contribute to the Gap filling Venn Diagram Textbooks Communication
listening and viewing theme of a particular
strategies, special literary selection Audio-Visual
speeches for EN10LT-IIIa2.2.1: Critical Thinking
occasion, pronouns Express appreciation
and structures of for sensory images
modification. used
Cross Cultural
Understanding
EN10OL-IIIa3.8: Use Fill in the blanks Oral recitation Textbooks
the correct stage
stance and behavior
when giving a roast Q and A Textbooks
and a toast and when
paying tribute to
someone in a eulogy

Essay writing Double trouble

Textbooks
EN10G-IIIa-31: Use
pronouns effectively

EN10RC-IIIa-22.1: Flash cards Video and Audio

Overall artistic value Essay Writing Clips
of the structure and
elements of the Multiple Choice
selection
(structuralist/formalist
)
Q and A Graphic
Identification
EN10RC-IIIb-22.2: Organizers
Double trouble
Treatment of Essay Writing
underlying or Textbooks
overarching issue Multiple Choice Audio-Visual
concerning human
experience (moralist)
Essay Writing Double trouble
Textbooks
EN10RC-IIIc-22.3: Multiple Choice
Power struggles of
characters (Marxist)
Identification Spider web

Textbooks
EN10RC-IIId-22.4: Essay Writing
Gender relationships
of characters
(feminist) Poster Making
EN10RC-IIIe-22.5: Multiple Choice Textbooks
Relevance of the Q and A
selection to the
historical context
during which it was
produced (historical)

1 minute talk Audio visual

EN10RC-IIIf-2.18: Essay Writing Textbooks
Personal significance
of the selection to the
reader (reader
response)

Debate/Argumentatio
Textbooks
Filling the gap n
EN10RC-IIIi-3.1.12:
Examining biases

EN10OL-IIIg1.10:
Deliver special Audio visual
speeches like toast and Oral assessment Oral Recitation
roast speeches, Textbooks
tributes, welcome and Anecdote making
closing remarks,
speeches to introduce
guest
speakers/resource
persons etc. effectively
in varied speech
 situations
Content Standard: M1: Text 1: Essential Question: Literary Texts Critical Thinking
The learner Understand of how The Necklace by How do world
demonstrates world literature and Guy de literature and other
understanding of how other types serve as Maupassant text types serve as Collaboration
world literature and sources of wisdom in sources of wisdom in
other text types serve expressing and Text 2: expressing and Competence
as sources of wisdom resolving conflicts The Lottery resolving conflicts
in expressing and among individuals Ticket among individuals?
resolving conflicts Creativity
among individuals, Text 3: Text 1:
groups and nature; My Donkey and Get Up and Bar the Valuing
also how to use I by Juan Ramon Door
evaluative reading, Jimenez (1881- Answer:
listening and viewing 1958) The author rendered
strategies, special this story to resolve
speeches for conflict.
occasion, pronouns Supporting Texts:
and structures of They made a pact
modification. between them two,
They made it firm and
sure,
That the first word
who e’er should speak
Should rise and bar
the door
Reason:
These lines prove that
in all conflict there are
solutions.

Text 2:
Of Studies by Francis
Bacon
Answer:
The poem tells us the
solution in how to
solve the problem.
Supporting Text:
Read not to contradict
and confuse, nor to
believe and take for
granted, nor to find
talk for discourse, but
to weigh and consider
Reason:
This explains in how
to solve conflicts
among individual

Common Ideas in
Reasons
Nature can be an
instrument to guide
people towards
changing their lives to
become the best
versions of
themselves.
Essential
Understanding:
Students will
understand that an art
form inspired and
influenced by nature
affects the expressions
 of one’s beliefs.
.
PERFORMANCE Performance Scaffold 1: Critical Thinking
STANDARD: Students will deliver a Standard in  The teacher Video Clips
The learner skillfully speech for a special GRASPS: presents an
delivers a speech for occasion. example video Collaboration
Feature articles
a special occasion Life without about research on
through utilizing special occasions socio-cultural Vlogs
effective verbal and is tedious. We issue. Competence
non-verbal strategies celebrate every  The teacher shows Textbooks
and ICT resources. occasion in our the ways on how
life. As a guest to execute
speaker in an research report Creativity
occasion you  The teacher
will deliver a presents the
speech in front of rubric.
the visitors of the
celebrant. Scaffold 2:
 The teacher
presents about
research on
socio-cultural
issue.
 Students will
follow.

 The rubric is
presented.

Scaffold 3:
 The students will
perform a about
research on socio-
 cultural issue.

 The students’
about research on
socio-cultural
issue will be
assessed through
peer feed backing
using the rubric.

Q4 Appreciating CONTENT EN10SS-IVa-1.5: Use

Poetry and STANDARD locational skills to Textbooks
other Literary The learner gather information Excellence
Types demonstrates from primary and Essay Graphic organizer Audio visual
understanding of how secondary sources of
world literature and information Competence
other text types serve
as instruments to
resolve social EN10LC-IVa-16:
conflicts, also how to Listen to simplify, Textbooks Understanding
use the language of reorganize, synthesize Oral recitation Inner-outer circle
research, campaigns and evaluate Graphic
and advocacies. information to Matching type Organizers
expand, review, or Appreciation
update knowledge

EN10VC-IVa-15:
Compare and contrast Graphic
the contents of the Constructed Venn Diagram
response test Organizers
materials viewed with
outside sources of
information in terms Textbooks
of accessibility and
effectiveness

EN10LT-IVa2.2:
Explain how the Poster Making
Concept Map Textbooks
elements specific to a
genre contribute to the Differentiated Activity Graphic
theme of a particular Matching Type Organizers
literary selection
EN10LT-IVa2.2.1:
Express appreciation
for sensory images
used

EN10WC-IVa14.1.1:
True or False Textbooks
Expand ideas using Venn Diagram
principles of cohesion Fill in the blanks
and coherence

EN10G-IVa-32:
Observe the language Matching Type Share and talk Textbooks
of research, Oral recitation
campaigns, and Audio-Visual
advocacies

Graphic
EN10VC- Oral recitation Organizers
IVc29:Appraise the Anecdote making
unity of plot, setting Textbooks
and characterization in Sentence Making Think and Write
a material viewed to Audio-Visual
achieve the writer’s
purpose

EN10SS-IVc1.6.3: Textbooks
Acknowledge sources Fill in the blanks Swap talk
by preparing a
bibliography Compare and contrast

EN10OL-IVf-5: Use Essay writing

Graphic
the correct prosodic Organizers
features of speech Compare and contrast

EN10LC-IVh-14.3: Textbooks
Show appreciation for True or false
songs, poems, plays, Audio-Visual
etc. EN10LC-IVh-6.5: Fill in the blanks Swap Talk
Describe the emotional
appeal of a listening Fish Bone Method Textbooks
text

EN10-LT-IVh2.3:
Draw similarities and
Concept map Poster making Textbooks
differences of the
featured selections in Differentiated Activity
relation to the theme
 EN10OL-IVf-5: Use Essay Writing Textbooks
the correct prosodic Swap Talk
features of speech

CONTENT M1. Text 1: Essential Question: Literary Texts Critical Thinking

STANDARD Understand of how The Charcoal How do the world
The learner world literature and Burner’s Son by literature and other
Collaboration
demonstrates other text types serve Erik Gustaf text types serve as
understanding of how as instruments to Geijer (1783- instruments to resolve
world literature and resolve social conflicts 1847) social conflicts? Competence
other text types serve
as instruments to Text 2: Text 1:
resolve social About work by The Universal Prayer Creativity
conflicts, also how to Kahlil Gibran by Alexander Pope
use the language of (1883-1931) Answer:
research, campaigns The poem explicated
and advocacies. Text 3: and justified that
Thoughts by goodness will solve
Blaise Pascal social conflicts.
(1623-1662) Supporting Text:
Yet not earth’s
contracted span
Thy goodness let me
bound,
Reason:
The line explains that
goodness can help us
to resolve conflicts.

Text 2:
The Charcoal
Burner’s Son by Erik
Gustaf Geijer (1783-
1847)
Answer:
The poem explains the
solving of social issue.
Supporting Text:
My son, it is long here
I’ve had to dwell.
But God has preserved
me from evil.
Whoever knows his
Our Father well
Fears neither for troll
nor for devil,
Reason:
These lines are
example of solving
social conflicts. It
explicated on how the
prayer can do solving.

Common Ideas in
Reasons
Goodness can resolve
social conflict.
Essential
Understanding:
Students will
understand that
goodness and prayer
will help us to resolve
social conflicts.
PERFORMANCE Performance Scaffold 1: Video Clips
STANDARD The learner will Standard in  The teacher Critical Thinking
The learner present a research GRASPS: presents an
competently presents report on a relevant example video Feature articles
a research report on a socio-cultural issue. In today’s about research on Collaboration
Vlogs
relevant socio- generation, there socio-cultural
cultural issue. are lots of issues issue. Textbooks
especially in our  The teacher shows Competence
culture. Youth the ways on how
nowadays to execute
doesn’t know the research report
deep culture of  The teacher Creativity
our country. As a presents the
researcher you rubric.
will present a
research report in Scaffold 2:
front of the  The teacher
students of BSA. presents about
This will serve as research on
their way to socio-cultural
acknowledge and issue.
deepen their  Students will
patriotism. follow.

 The rubric is
presented.

Scaffold 3:
 The students will
perform a about
 research on socio-
cultural issue.

 The students’
about research on
socio-cultural
issue will be
assessed through
peer feed backing
using the rubric.
 Prepared by

John Dave C. Espino

SUBJECT TEACHER

Checked by

Lovely S. Capobres
SUBJECT AREA COORDINATOR

Approved by

Ricardo P. Castillo Jr. MAEd

PRINCIPAL