MARCOPPER SCHOOLS OF MARINDUQUE, INC.

Tapian, Sta. Cruz, Marinduque

CURRICULUM MAP IN ENGLISH

Grade 7 : English Communication Arts and Skills Through

Philippine Literature
Program Standard The student demonstrates communicative competence through his/ her understanding of literature
and other text types for a deeper appreciation of Philippine culture and those of other countries.
Grade Level Standard The student demonstrates communicative competence through his/ her understanding of Philippine literature
and other text types for a deeper appreciation of Philippine culture.
Content Standard The student demonstrates understanding of pre-colonial Philippine literature as a means of connecting to the
past; various
reading styles; ways of determining word meaning; the sounds of English and the prosodic features of speech;
and correct subject verb agreement.
Performance Standard. The student transfers learning by showing appreciation for the literature of the past; comprehending texts
using appropriate reading styles; participating in conversations using appropriate context-dependent
expressions; producing English sounds
correctly using the prosodic features of speech effectively in various situations; and observing correct subject-
verb agreement.
Legend:

A – RC/SS (Reading Gomprehension/ Study Skills) B – LC (Listening Comprehension) C – VC (Viewing Comprehension)

D – VD (Vocabulary Development) E – Lit (Literature) F – WC (Writing and Composition)
G – OL (Oral Language and Fluency) H – GA (Grammar Awareness)

Unit Number 1
Unit Title Philippine Oral Lore
Number of Days 56

CURRICULUM MAP (ENGLISH) Page 1

 Topics Core Competencies Assessments Activities Values
Understandings Integration
and Core Questions

CURRICULUM MAP (ENGLISH) Page 2

Weeks 1-3 Students will A1. Reading Formative A1. Being courteous
16 days understand that: techniques:  recitation a.scanning, when
1. All people make scanning  reflective skimming and participating in an
 Skimming/scanning mistakes; hence, skimming discussions close reading election
 Close reading instead of close reading  presentations
 Study habits insulting them, (EN7RC-I-a-7)  group activities b. Answering
 Using library resources we must help  sketches questions about
 Listening for specific them. Also,  worktext the selection
information one’s mistakes exercises
are not enough c.Identifying
 Genres of viewing
to judge person. situations which
 Speaking good English
2. Different require in-depth
 Introduction of oneself Summative
situations call reading
 Participating in  quizzes
for different
class/club elections  performance task
voice
projections. If A2. Studying effectively  unit test A2 a. Reflecting on
Lesson 1 “Electing Class we use (ECAS7RC(SS)-I-a-1) expectations
Officers,” Work text pages projection b. Writing one’s
2-27 incorrectly, we goals
may be thought Self Assessment c.Rating one’s
Resources: of a rude or  reflection paper study habits
 Worktext uncouth.  self check rubric d. Identifying
 Learning guide 3. Colloquial types
 News article expressions are of catalog cards
 Video and audio clips informal and
 General references may not be A3 . Using the library A3. a. Visiting a
immediately (EN7SS-II-a-1) library
understood by b. Answering
people. Also, questions about
school and references
formal events c. Using
require the use general
of standard references
d. Arranging sets

CURRICULUM MAP Page 3

 grammar. of words in
4. Violence will correct
only breed alphabetical
further hatred to order
those whose e. Using dictionary
loved ones will
be hurt or B1. Listening for B1. a. Bringing a
killed; hence specific information broadsheet to
they will only (EN7LC-II-c-2.1/3.1) class
resort to further b. Taking down
violence. notes using a
5. Being polite news article
shows not only from a
civility, but it broadsheet as
also promotes basis
understanding. It c.Listening to a
puts people at paragraph read
ease and allows d. Completing a
them to express paragraph via
more freely. dictation

C1. Identifying the C1. a. Surfing the

Students will keep genres of viewing internet for
considering the (EN7VC-I-d-6) video or audio
following questions: clips of people
1. Why should talking with
mistakes in different accents
pronunciation b. Giving sample
not be used as shows in the
basis to insult English
others? language
2. Why must we c. Identifying the
adjust our voices genres of
depending on

CURRICULUM MAP Page 4

 the situation? viewing
3. Why can we not
use colloquial G1.Speaking good G1. a. Pronouncing
expressions all English words with /p/,
the time, like in (EN7F-I-a-3.11) /f/, /t/,/th/, /b/,/v/
school or formal Sounds
events? b. Reciting
4. Why should minimal pairs
violence not be c. using words
used as a means that are hard to
to settle a pronounce in
conflict? sentences
5. Why is it d. Working in
important to groups
remain polite in e. Writing a
all types of paragraph
conversation? f. Completing
expressions of
colloquial
terms

g. Presenting a
two-minute
introduction
about oneself
h. Recalling an
experience
i. Choral reading
of “ Electing
Class Officers”
j. Vocabulary
building
through
expressions

CURRICULUM MAP Page 5

 used in elections

Weeks 4 and 5 E1. Appreciating local Formative E1.a. Reading “The

10 days color, figurative  group activities Cycle of the Sun  Practicing
 Sensory images language, and sensory  oral and written and the Moon” values
 Local color and images in riddles and exercises  Keeping
figurative language proverbs.  riddles, b. Answering promises
 Riddles and proverbs (EN7LT-I-c-2.2.1/ proverbs, songs, questions about
 Folk narratives EN7LT-I-e-2.2.2/ fables, or other the selection
 Figures of speech EN7LT-I-a-2.1) folk literature
 Syllable stress  proverbs c. Completing
 story chart a story chart
 Identifying sentences
d. Giving
examples of
Summative riddles, proverbs,
 unit test songs, fables,
and other folk
 performance task
literature

e. Solving riddles

f. Translating
proverbs into
English

g. Asking elders
for proverbs

h. Analyzing
proverbs
i. Identifying

CURRICULUM MAP Page 6

 figurative
language

E2. Noting the E2. Reading a

characteristics of narrative
folk narratives
(ENLT-I-a-1)

G1. Pronouncing G1.a. Pronouncing

words with the words with the
correct syllable correct syllable
stress stress
(EN7OL-I-d-1.14.3) b. Indicating
syllable stress in
words
c. Working in
groups

H1. Recognizing a H1.a.Identifying

sentence sentences,
(ECAS7GA-I-b-2) fragments and
run-on sentences

b. Constructing
sentences about
keeping promises

Weeks 6 and 7 E1. Understanding and Formative E1 a. Identifying the  Achieving

9 days appreciating the  oral and written qualities of a hero peace
Filipino regional exercises or heroine  Valuing
 Filipino regional epic Epic  graphic organizer bravery

CURRICULUM MAP Page 7

  Conflicts and (EN8LT-Iva-13.1) b. Completing a and skill
resolutions graphic organizer
 Verbs
 Fragments and Summative c. Reading “The
sentences  Unit test Prowess of
 Kinds of sentences  Performance task Aliguyon”

Lesson 3 “The Prowess of

Aliguyon” Worktext pages 44- E2. Determining the E2. Determining the
59 conflict and its conflict and its
resolution in a story resolution in a
(EN7LT-I-b-2.2) story
Resources
 Worktext H1. Identifying and H1. a. Using linking
 Learning Guide using verbs verbs in sentences
(EN7G-IV-c)
b. Identifying
modal and
main verbs

c.Using modals in
sentences

d. Writing
sentences using
phrasal verbs

H2. Observing rules in H2. Identifying errors

subject-verb in subject-verb
agreement agreement
(EN7G-I-a-11)

CURRICULUM MAP Page 8

 H3. Changing H3. a. Changing
fragments to fragments into
sentences sentences
(EN7G-II-a-1)
b. Arranging words
in a sentence

H4. Identifying kinds H4. a. Identifying

of sentences kinds of
(ECAS7 GA-I-c-3) sentences

b. Changing
statements into
exclamatory
sentences

Weeks 8 and 9 E1. Singling out Formative  Being

7 days events that form  Oral and written E1. a. reading ”The thankful
the plot of the exercises Good Prince  Apprecia-
 Interview Filipino epic  Compositions Bantugan” ting one’s
 Plot of a Filipino Epic (EN7LT-Ia-  Double bubble gifts a well
 Character portrayal 2/EN7LT-IV-d-2.2.2) map b. Answering as those
 Sentence stress questions about given to
Summative the selection others
 Unit test
 Performance task c. Arranging events
in the correct
order
Lesson 4 “The Good Prince

CURRICULUM MAP Page 9

Batugan,” Worktext pages 60- D1. a. Giving the
71 synonyms and
antonyms of
Resources words
 Worktext
 Learning Guide b. Using synonyms
 Video of a news or talk in sentences
show
c. Completing
sentences with
antonyms

E2. Identifying E2. Identifying

techniques of techniques of
character portrayal character portrayal
(EN7LT-II-c-2.2)

F1. Writing a F1. a. Writing about a

comparison and topic based on
contrast essay information
(ECAS7 WC-I-d-4) gathered from an
interview

b. Writing a one
paragraph
description of a
character

c. Comparing and
contrasting
Aliguyon and
Bantugan using a

CURRICULUM MAP Page

 double bubble
map

d. Writing a
comparison and
contrast essay

G1/C1. Gathering G1/C1. Watching a

information video clip of a
through an news or talk show
interview
(EN7OL-II-a-
4/EN7VC-I-f-9)

H1. Reading with H1. Observing correct

correct sentence sentence stress
stress when reading
(EN7OL-I-d- paragraphs
1.14.3)

 Being
Week 9 B1/A1. Listening to Formative B1.a/A1.a. Listening industrious
3 days appreciate the plot,  Oral and written to the reading of  Valuing
 The plot, characterization, exercises fable “The the
characterization, and and theme Monkey and the strengths
theme (EN7LC-II- Summative Turtle” of others
 S-IV, S-TV-DO, S- h_2.5/EN7LC-IV-a-8)  Unit test  Being
LV-C, S-TV-IO-O, and  Performance task humble
S-TV-O-OC sentence
patterns

Lesson 5 “ The Monkey and

CURRICULUM MAP Page

the Turtle,” Worktext pages G1. Reading with
72-80 correct sentence
stress
Resources
 Worktext H1a. Recognizing H1 a. Identifying the
 Learning Guide sentences in the subjects,
S-IV and S-TV-O transitive verbs,
patterns intransitive
(ECAS7GA-I-e-5) verbs, and object
in sentences

H1 b. Identifying
objects, indirect
objects, and
object
complements in
sentences

H1b. Recognizing H1b. Constructing

sentences in the sentences in the
S-LV-C, S-TV- S-IV, S-TV-DO,
IO-O, and S-TV- S-LV-C, S-TV-
O-OC patterns IO-O, and S-TV-
(ECAS7 GA-I-e-6) O-OC sentence
patterns

Week 10 and 11 E1. Appreciating local Formative E1. a. Answering

11 days color, figurative  Group activities questions about
language, and  Oral and written song Appreciating the
 Local color, figurative sensory images in exercises nature

CURRICULUM MAP Page

 language, and sensory songs  Presentations b. Working in
images in songs (EN7LT-II-0- groups
 Tone is a song 4.2/EN7LT-II-
 Sentence patterns d2.2.1/EN7LT-II-0- Summative c. Singing
 Terminal rising and 2.2.2)  Unit test “Paruparong
falling intonations  Performance task Bukid”
E1a. Perceiving the
tone in a song d. Performing a
(EN7LT-III-b-5.2) traditional song
Lesson 6 “Paruparong Bukid,”
Worktext pages 81-97
H1. Recognizing the H1. a. Changing
Resources simple question on statements into
 Worktext sentence pattern, simple yes-no
 Learning Guide the sentence questions
pattern with it, and
the inverted b. Changing
sentence pattern statements into
(ECAS7 GA-I-f-7) negative questions

c. Changing
statements into
questions by
adding tag
questions

H2. Recognizing the H2. a. Making requests

request sentence using request
pattern and patterns
patterns
connecting short b. Using negative
statements request patterns
(ECAS7 GA-I-f-8)

CURRICULUM MAP Page

 c. Writing answers
to requests made

d. Combining pairs
of statements into
a single
statement

e. Answering
questions using
the sentence
patterns given
G1. Observing the
terminal rising and G1. a. Reading
falling intonation statements
(EN7OL-I-f-1.14.4) observing the
terminal rising
and falling
intonation and
the rising
intonation

b. Reading
sentences
observing the
indicated
intonation
patterns for time
expressions

c. Reading
sentences with
tag questions

CURRICULUM MAP Page

 The students transfer learning by showing appreciation for the literature of the past; comprehending texts using appropriate reading styles; partici
Program Standard

Unit Number 2
Unit Title Inspirations from the Past
Number of Days 49

Topics Core Competencies Assessments Activities Values Integration

Understandings and
Core Questions

Week 12 and 13 Students will understand A1 Formative A1 Appreciate the value of

7 days that:  Employ  Oral and  a. Completing “The being optimistic about a
1. Women are also appropriate written Reading Tree” new challenge
 Reading equally talented reading strategies exercises Reading “Voyage to
Strategies: The as men. It is to make sense of  graphic organizer: a
Reading Tree wrong to the text (EN7RC- Reading Tree New Land”
 Theme related discriminate I-a7)  sequence chart
words based on sex b. completing a
 Nouns and noun because man and sequence
signals women Summative chart
complement one  unit test
Lesson 1 “Voyage to another.  performance task c. answering questions
a New Land,” 2. Do not believe D1. about the selection
Worktext pages 100- everything about  Understanding D1
115 advertisements theme related a. Vocabulary building
without verifying words through context
their claims with (EN7V-III-a- clues.
Resources: people who have 13.11)
 Worktext previously used b. Completing
 Learning Guide or experienced sentences with
the things being vocabulary words

CURRICULUM MAP Page

 advertised.
3. Rushing to G1
conclusions can a. Pronouncing words with
cause a lot of the /e/ and /ᾆ/ sounds
errors and
misunderstandin b. Reading sentences with
g. As such, we correct intonation
must first know
the facts and H1
check if the  Using nouns and H1
cause and effect noun signals a. Substituting common
of situations are correctly nouns and modifiers
indeed related. (ECAS7GA-II-a-9) with proper nouns
4. If people do not
understand one b. Adding suffixes to form
another, conflict nouns
will arise and
relationships
may suffer. c. Completing sentences
Understanding using words with
always promotes suffixes
peace.
5. No person is d. Completing sentences
completely bad with noun determiners
or imperfect.
Giving person a
second chance
after he/she
makes a mistake
allows him/her
to change for the
better.

Students will keep

considering the
following questions:

CURRICULUM MAP Page

 1. Why must
women never be
discriminated? Formative
Week 14 and 15 F1. Identifying the  group activities F1.
8 days common purposes for  oral and written a. Identifying topic
 Common purposes writing exercises sentences and
for writing (EN7WC-I-a-4.1)  compositions supporting details in
 Paragraphs 2. Should we  cause and paragraphs
 Sensory images in immediately effect chart F2.
literary forms believe the a. Writing about oneself
 Critical vowel claims we read
sounds /ỏ/ and /ō/ about in Summative b. Writing a
 Cause-Effect advertisements?  unit test reflection about a
relationships 3. Why should w  performance task classmate
 Count nouns and not immediately E1.
mass nouns come up with a. Reading “Princess
conclusions or Urduja”
Lesson 2 “Princess interpretations of
Urduja,” Worktext how things b. Working in groups
pages 116-129 happened?
4. What is the c. Answering questions
importance of about the selection
Resources understanding
one another? B1.
 Worktext
5. Why do people Matching related words
 Learning Guide
deserve a second B2.
chance? G1. Producing critical Giving the synonyms
vowel sounds /ỏ/ and and antonyms of words
/ō/
(EN7F-I-a-3.11) G1.
a. Pronouncing words with
/ỏ/ and /ō/ sounds
b. Reading phrases and
A1.Noting cause and using them in sentences
effect relationships
(ECAS7RC-II-b-10) A1.
a. Completing a cause and

CURRICULUM MAP Page

 effect chart

b. Identifying cause and

effect
H1.Understanding count
nouns and mass nouns H1.
(ECAS7 GA-II-b-11) a. Using determiners in
sentences

b. Answering questions
using expressions of
quantity with mass
nouns and determiners
with count nouns

Week 15 and 16
9 days Formative G1.  Understanding
G1. Avoiding/Evading  oral and written a. Sharing one’s people
 Handling possible exercises experience  Appreciating the
misinterpretations misinterpretations  compositions b. Reading dialogs value of bravery
 Understanding the (ECAS7 OL-II-c-12)  presentation c. Talking about a topic  Practicing
human condition d. Analyzing statements nationalism and
through literature and determining their love for country
 Answering yes-no Summative functions
questions in  unit test e. Writing about freedom
complete  performance task
sentences
 The /s/, /z/, and E1. Developing a better E1.
/Əz/ ending sounds understanding of the
 Editing for content human condition a. Symbolizing or
and mechanics through literature representing freedom
 Indefinite (EN7LT-III-a-5) with one’s deeds
pronouns b. presenting a work in class
c. Reading “Lapu-Lapu the
Victor of Mactan”
d. Identifying character

CURRICULUM MAP Page

 traits
G2. Formulating answers G2.
to yes no questions a. Answering yes or no
(EN7OL-II-e3.7) questions in a complete
sentence
G3.Pronouncing /s/, /z/, G3.
and /Əz/ endings a. Pronouncing plural
of plural nouns words with /s/, /z/,
(EN7F-I-a-3.11.1) and /Əz/ ending sounds
b. Using plural words
ending in/s/, /z/, and
/Əz/ sounds in sentences
F1. Editing written work F1.
for content and a. Using the dictionary to
mechanics find the meaning of
(ECAS7 WC-II-c-13) words

H1. Identifying and using H1.

indefinite pronouns a. Identifying the speaker
(ECAS7 GA-II-c-14) and his objectives
b. Completing sentences
with indefinite pronouns

E1. Understanding and Formative E1.  Being

Week 17 and 18 appreciating fiction  group activities a. Enumerating fictional compassionate
9 days (ECAS7LT-II-d-15)  oral and written characters  Promoting peace
exercises
 Elements of  summaries
fictions E2. Identifying each  composition E2.
 Looking for element of fiction a. Reading “Who was the
Implications through the story Summative Rajah’s Son?”
(Drawing grammar technique  unit test b. Working in groups
inferences) (ECAS7 LT-II-d-16)  performance task c. Answering questions
 The hard g and c about the selection
sounds d. Selecting the best
 Extracting answer from the choices

CURRICULUM MAP Page

 information an given
noting details D1.
 Agreeing and Vocabulary building
disagreeing with through context clues
assertions made D2.
in a radio Using synonyms in
broadcast sentences
A1. Looking for A1.
Lesson4 “Who Was the implications a. Copying sentences that
Rajah’s Son?” Worktext (inference) are implied in the
pages 141-154 (ECAS7 RC-II-d-17) selection
G1.
G1. Pronouncing words a. Pronouncing words with
Resources with hard and soft g hard and soft g and c
 Worktext and c sounds sounds
 Learning Guide (EN7F-I-a-3.11) b. Identifying words with
 Radio broadcast hard and soft g and c
 News item sounds
c. Using words with hard
and soft g and c sounds
in sentences

B1.
a. Listening to an English
B1. Extracting information language radio program
and noting details and extracting
(EN7LC-II-a-6.1) information from it.

CURRICULUM MAP Page