CLASSROOM INSTRUCTIONAL DELIVERY ALIGNMENT MAP FOR GRADES FOR K-12

GRADE: XIII SCHOOL YEAR: 2020-2021

SUBJECT TITLE: ENGLISH 8
SUBJECT DESCRIPTION: The communicative competence through understanding of Afro-Asian Literature and other texts types for a deeper appreciation of Philippine Culture and those of other
countries.

CULMINATING PERFORMANCE STANDARD (FOR SENIOR HIGH ONLY):

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HIGHEST THINKING SKILLS TO
LEARNING COMPETENCIES HIGHEST ENABLING STRATEGY TO USE
ASSESS (HTS)
(Arranged by AMT/RBT) IN DEVELOPING THE HTS TO ASSESS INSTITUTIONA
(Based on AMT/RBT Classification)
L CORE
CONTENT PERFORMANCE ASSESSMENT TECHNIQUES
CONTENT ENABLING RESOURCES VALUES
STANDARDS STANDARDS TEACHING
GENERAL (Formation
Refer to the MELC given by DepEd Performance STRATEGY/
Written Work PL/QA STRATEGY Standards)
Check ACTIVITY
(Plan of Action)

FIRST QUARTER

The learner
demonstrates
The learner… The learner… Teacher…
understanding
of…
I. AFRICAN 1. African 1. Transfers learning  Sample of a
LITERATURE literature as a by composing and Literature
A. Determine the meaning of Select the
a. Reading means of delivering an Matching  PPT Language
context
Styles exploring forces informative speech words and expressions that Type Reading Literature
clues in the Competent
b. Prosodic that human based on a specific reflect the local culture by noting Vocabulary Comprehension  Balanced Afro-Asian
selected
Features beings contend topic of interest context clues Enrichment Literacy Literature
story.
c. Parallel with; various keeping in mind the  Vocabulary
Structures reading styles vis- proper and effective Enricher
Use
d. Cohesive à-vis purposes of use of parallel
B. Use conventions in citing conventions Independent  PPT/Docs English 8
Devices reading; prosodic structures and Identification
in citing reading (PEAC)
Competent
sources  Modules
features that cohesive devices sources
serve as carriers and appropriate C. Use modals appropriately Multiple Write a one- Literary Response  PPT Competent
of meaning; ways prosodic features, Choice, page  List of Creative
by which stance, and Use modal reflection modals
information may behavior. in a paper using and their
be organized, sentence modals and use
related, and cohesive  Essay
 delivered orally; D. Identify and use signals that
and parallel indicate coherence (e.g. additive
structures and - also, moreover; causative  PPT
cohesive devices - as a result, consequently;  Metacogni
Fill in the
Direct Instruction tive Competent
in presenting conditional/ concessional - blanks devices
Metacognitive Creative
Journal
information. otherwise, in that case, however; Identification
 Table/Cha
sequential - to begin with, in rt
conclusion; clarifying - for
instance, in fact, in addition)
Compose an
original
 Compositi
E. Use a range of verbs, Multiple persuasive
on
Choice, essay about Competent
adjectives and adverbs to convey Direct Instruction  PPT
Choose a certain Creative
emotional response or reaction to inside the issue using  Tables/Gr Christ-like
an issue to persuade box verbs, aphic
adjective Organizer
and adverbs
(MINI) PERFORMANCE TASK:
The learner creates an original informative speech following the proper and effective use of parallel structures and cohesive devices and appropriate prosodic features, stance, and behavior.

Prepared by:

ZYRELL MITCH D. GALAPON

English Teacher