San Antonio de Padua College

Pila, Laguna
CURRICULUM MAP
GRADE 10
SECOND QUARTER
CONTENT
STANDARD

PERFORMANCE
STANDARD

COMPETENCIES

TOPIC

The
learner
demonstrates
understanding of how
world literature serves
as
a
vehicle
of
expressing
and
resolving
conflicts
between and among
individuals or groups
through
using
strategies in critical
reading, listening, and
viewing to evaluate
text
content,
elements,
features,
and
properties;
extemporaneous and
impromptu
public
speaking; and using of
affirmation/negation
markers.

The learner transfers

learning by composing
an
argumentative
essay in preparation
for
delivering
impromptu
and
extemporaneous
speeches
using
affirmation/negation
markers
and
appropriate prosodic
features, stance, and
behavior.

EN10V-IIa-13.9: Give
technical
and
operational
definitions.

THE ODYSSEY

EN10LT-IIa-14.2:
Explain
how
the
elements specific to a
selection
build
its
theme.
EN10LT-IIf-2.2.3:
Determine
tone,
mood, technique, and
purpose of the author.
EN10V-Ia13.9:Differentiate
formal from informal
definitions of words.
EN10G-Ia-27:
Use
reflexive and intensive
pronouns.

CONNOTATION AND
DENOTATION
REFLEXIVE AND
INTENSIVE PRONOUNS

ACTIVITIES

ASSESSMENT

REFERENCES
EXPLORING
LITERATURE AND
GRAMMAR

GRADE 10

SECOND QUARTER
TOPIC

CONTENT
STANDARD

PERFORMANCE
STANDARD

COMPETENCIES

The
learner
demonstrates
understanding of how
world literature serves
as
a
vehicle
of
expressing
and
resolving
conflicts
between and among
individuals or groups
through
using
strategies in critical
reading, listening, and
viewing to evaluate
text
content,
elements,
features,
and
properties;
extemporaneous and
impromptu
public
speaking; and using of
affirmation/negation
markers.

The learner transfers

learning by composing
an
argumentative
essay in preparation
for
delivering
impromptu
and
extemporaneous
speeches
using
affirmation/negation
markers
and
appropriate prosodic
features, stance, and
behavior.

EN10LC-IIa-11:
Switch
from
one
listening strategy to
another to extract
meaning
from
the
listening text.

READING 1: ON FIRST
LOOKING INTO
CHAPMANS HOMER

EN10G-IIa-29:
Observe
correct
grammar in making
definitions.

WRITING POEMS

EN10OL-IIb5:Employ appropriate
pitch, stress, juncture,
intonation, etc.
EN10RC-IIe-7.3:
Read closely to get
the authors purpose
EN10LT-IIf-2.2.3:
Determine
tone,
mood, technique, and
purpose of the author.
EN9WC-IIf-9:
Compose forms
literary writing.
EN10G-If-3.6:
modals

of
Use

READING 2: MUSEE
DES BEAUX ARTS

DECODING ALLUSIONS
MODAL VERBS

ACTIVITIES

ASSESSMENT

REFERENCES
EXPLORING
LITERATURE AND
GRAMMAR

GRADE 10
CONTENT
STANDARD

PERFORMANCE
STANDARD

COMPETENCIES

The
learner
demonstrates
understanding of how
world literature serves
as
a
vehicle
of
expressing
and
resolving
conflicts
between and among
individuals or groups
through
using
strategies in critical
reading, listening, and
viewing to evaluate
text
content,
elements,
features,
and
properties;
extemporaneous and
impromptu
public
speaking; and using of
affirmation/negation
markers.

The learner transfers

learning by composing
an
argumentative
essay in preparation
for
delivering
impromptu
and
extemporaneous
speeches
using
affirmation/negation
markers
and
appropriate prosodic
features, stance, and
behavior.

EN10OL-IIa5: Employ
appropriate
pitch,
stress,
juncture,
intonation, etc.
EN10LC-IIb-15.1:
Assess
the
effectiveness
of
a
material listened to
taking into account
the
speakers
purpose.
EN10LT-IIf-2.2.3:
Determine
tone,
mood, technique, and
purpose of the author.
EN10G-If-3.6:
modals

Use

SECOND QUARTER
TOPIC
BALTOG, THE FIRST
BICOL HERO
MODALS

ACTIVITIES

ASSESSMENT

REFERENCES
EXPLORING
LITERATURE AND
GRAMMAR

GRADE 10
CONTENT
STANDARD

PERFORMANCE
STANDARD

COMPETENCIES

The
learner
demonstrates
understanding of how
world literature serves
as
a
vehicle
of
expressing
and
resolving
conflicts
between and among
individuals or groups
through
using
strategies in critical
reading, listening, and
viewing to evaluate
text
content,
elements,
features,
and
properties;
extemporaneous and
impromptu
public
speaking; and using of
affirmation/negation
markers.

The learner transfers

learning by composing
an
argumentative
essay in preparation
for
delivering
impromptu
and
extemporaneous
speeches
using
affirmation/negation
markers
and
appropriate prosodic
features, stance, and
behavior.

EN10V-Ia13.9:Differentiate
formal from informal
definitions of words.
EN9V-Ie-11: Arrive at
meaning
of
words
through
word
formation
(clipping,
blending,
acronymy,
compounding,
folk
etymology, etc.)
EN10LT-IIf-2.2.3:
Determine
tone,
mood, technique, and
purpose of the author
EN10RC-Id-2.15.2:
Determine the effect
of textual aids like
advance
organizers,
titles,
non-linear
illustrations, etc. on
the understanding of
a text.
EN10G-Id-26: Using
words and expressions
that
emphasize
a
point.

SECOND QUARTER
TOPIC
THE CANTERBURY
TALES
THE DIVINE COMEDY
USING STRATEGIES TO
MAKE A POINT

ACTIVITIES

ASSESSMENT

REFERENCES
EXPLORING
LITERATURE AND
GRAMMAR

GRADE 10
CONTENT
STANDARD

PERFORMANCE
STANDARD

COMPETENCIES

The
learner
demonstrates
understanding of how
world literature serves
as
a
vehicle
of
expressing
and
resolving
conflicts
between and among
individuals or groups
through
using
strategies in critical
reading, listening, and
viewing to evaluate
text
content,
elements,
features,
and
properties;
extemporaneous and
impromptu
public
speaking; and using of
affirmation/negation
markers.

The learner transfers

learning by composing
an
argumentative
essay in preparation
for
delivering
impromptu
and
extemporaneous
speeches
using
affirmation/negation
markers
and
appropriate prosodic
features, stance, and
behavior.

EN10V-IIIc-13.9:
Give
expanded
definitions of words.
EN10LT-IIId-14.2:
Explain
how
the
elements specific to a
selection
build
its
theme.
EN10LT-IIIc-2.2.3:
Determine
tone,
mood, technique, and
purpose of the author.
EN10LT-IVa-2.2.1:
Express appreciation
for sensory images
used.
EN10WC-IVa-14.1.1:
Expand ideas using
principles of cohesion
and coherence.
EN10WC-IVb-14.1.2:
Use a variety of

SECOND QUARTER
TOPIC
BONSAI
STOPPING BY THE
WOODS ON A SNOWY
EVENING
THE WORLD IS TOO
MUCH FOR US
USING RIGHT WORDS
TO CONVEY IDEAS

ACTIVITIES

ASSESSMENT

REFERENCES
EXPLORING
LITERATURE AND
GRAMMAR

informative,
persuasive,
and
argumentative writing
techniques
EN10G-IVa-32:
Observe the language
of
research,
campaigns,
and
advocacies.

GRADE 10
SECOND QUARTER
TOPIC

CONTENT
STANDARD

PERFORMANCE
STANDARD

COMPETENCIES

The
learner
demonstrates
understanding of how
world literature serves
as
a
vehicle
of
expressing
and
resolving
conflicts
between and among
individuals or groups
through
using
strategies in critical
reading, listening, and
viewing to evaluate
text
content,
elements,
features,
and
properties;
extemporaneous and
impromptu
public
speaking; and using of
affirmation/negation
markers.

The learner transfers

learning by composing
an
argumentative
essay in preparation
for
delivering
impromptu
and
extemporaneous
speeches
using
affirmation/negation
markers
and
appropriate prosodic
features, stance, and
behavior.

EN10V-IIIc-13.9:
Give
expanded
definitions of words.

YOUTH SPEAK

EN10LT-IIId-14.2:
Explain
how
the
elements specific to a
selection
build
its
theme.

WHEN YOU ARE OLD

EN10LT-IIIc-2.2.3:
Determine
tone,
mood, technique, and
purpose of the author.
EN10LT-IVa-2.2.1:
Express appreciation
for sensory images
used.
EN10WC-Ib-12.1:
Identify features of
persuasive texts.

INVICTUS

WRITING A
PERSUASIVE TEXT

ACTIVITIES

ASSESSMENT

REFERENCES
EXPLORING
LITERATURE AND
GRAMMAR

EN10WC-Ic-12.2:
Formulate
a
statement of opinion
or assertion.
EN10WC-Ie-12.3:
Compose a persuasive
text
of
three
paragraphs
expressing
ones
stand on an issue.

GRADE 10
CONTENT
STANDARD

PERFORMANCE
STANDARD

COMPETENCIES

The
learner
demonstrates
understanding of how
world literature serves
as
a
vehicle
of
expressing
and
resolving
conflicts
between and among
individuals or groups
through
using
strategies in critical
reading, listening, and
viewing to evaluate
text
content,
elements,
features,
and
properties;
extemporaneous and
impromptu
public
speaking; and using of

The learner transfers

learning by composing
an
argumentative
essay in preparation
for
delivering
impromptu
and
extemporaneous
speeches
using
affirmation/negation
markers
and
appropriate prosodic
features, stance, and
behavior.

EN10V-IIIc-13.9:
Give
expanded
definitions of words.
EN10LT-IIId-14.2:
Explain
how
the
elements specific to a
selection
build
its
theme.
EN10LT-IIIc-2.2.3:
Determine
tone,
mood, technique, and
purpose of the author.
EN10LT-IVa-2.2.1:
Express appreciation
for sensory images
used.

SECOND QUARTER
TOPIC
HAIKU
TANKA
IN A STATION AT THE
METRO
COMPOSING A HAIKU

ACTIVITIES

ASSESSMENT

REFERENCES
EXPLORING
LITERATURE AND
GRAMMAR

affirmation/negation
markers.

EN9WC-IIf-9:
Compose forms
literary writing.

of