Lang-curr-obtl-em7.docx

REPUBLIC OF THE PHILIPPINES DEPARTMENT OF EDUCATION

VISION We dream of Filipinos who passionately love their country and whose values and competencies enable them to realize their full potential and contribute meaningfully to building the nation. As a learner-centered public institution, the Department of Education continuously improves itself to better service its stakeholders. MISSION To protect and promote the right of every Filipino to quality, equitable, culture-based and complete basic education where: 

Students learn in a child-friendly, gender-sensitive, safe, and motivating environment.



Teachers facilitate learning and constantly nurture every learners.



Administrators and staff, as stewards of the institution, ensure an enabling and supportive environment for effective learning to happen.



Family, community, and other stakeholders are actively engaged and share responsibility for developing life-long learners.

CORE VALUES Maka-Diyos Maka-tao Maka-kalikasan Makabansa

Form No.: TSU-VPA-SF-05

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Effectivity Date:

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REPUBLIC OF THE PHILIPPINES DEPARTMENT OF EDUCATION

DEPARTMENT OF EDUCATION Outcomes-Based Teaching and Learning Plan in English for Secondary Department Course Title

English for Grade 7

Credit Units

3

Course Description

Course Code

English

None Course Pre-/Corequisites English 7 is a course intended for grade 7 high school students who vitally need to learn language skills that are applicable in their subjects that are aligned with this course. The course is objectives are parallel to the learning competencies that are expected to be met at the end of the course. The course covers the learners who have yet to learn in English which is essential to the other subjects related to the course. The course helps students develop their language proficiency and other language learning skills by the activities and tasks that will be provided by this course in order to meet the learning competencies at the end of instruction. It will establish activities that will help them improve in a specific English macro skill in a specific task given. Moreover, the course includes topics that are essential with given tasks in group, pair or individual.

Course Intended Learning Outcomes (CILO)

Form No.: TSU-VPA-SF-05

Upon completion of this course, the students as future teachers are able to: 1. 2. 3. 4. 5.

Define the nature and structure of language Give the meaning of sign symbols Use appropriate idiomatic expression in variety of communication Use correct stress when reading the passages Transcode orally and in writing the information written in information

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REPUBLIC OF THE PHILIPPINES DEPARTMENT OF EDUCATION

PROGRAM MAPPING GRID Courses English 7 Grammar and Writing English 8 Afro-Asian Literature English 9 Philippine Literature English 10 World Literature

Codes: 3 = To a Large Extent

Cre 3 3 3 3

PS 3 3 3 3

CT 3 3 3 3

DML 3 3 3 3

Com 3 3 3 3

Col 3 3 3 3

ICT 3 3 3 3

IL 3 3 3 3

Cit 3 3 3 3

LC 3 3 3 3

PSR 3 3 3 3

2 = To Some Extent1 = To a little Extent

Legend: Cre Creativity PS Problem Solving CT Critical Thinking DML Decision Making & Learning Com Communication Col Collaboration ICT Information and Communications Technology IL Information Literacy Cit Citizenship LC Life and Career PSR Personal and Social Responsibility

COURSE MAPPING GRID

UNIT 1 – Vision, Mission, and Core Values of Department of Education 2 – Valuing one’s Family 3 – Recognizing Beauty in Others

Cre 3

PS 2

CT 3

3 3

3 3

3 3

DML Com Col 3 3 3 3 3

3 3

3 3

ICT IL 2 3 3 3

3 3

Cit 1

LC 2

PSR 1

3 3

3 3

3 3

REPUBLIC OF THE PHILIPPINES DEPARTMENT OF EDUCATION

4 – Befriending Others 5 – Adapting To Peers 6 – Loving Others 7 – Sharing Positive and Healthy Relationships 8 – Acknowledging Diversity 9 – Setting Aside Differences 10 – Embracing Diversity 11 – Responding To the Needs of Others 12 – Aiming To Be Socially Responsible 13 – Asserting One’s Identity In A Diverse Society 14 – Relating Past To Present 15 – Keeping Abreast With Changes 16 – Upholding Understanding Of Broadening Horizons 17 – Celebrating Cultural Ties

Codes: 3 = To a Large Extent

Legend: Cre Creativity Com Communication IL Information Literacy

Form No.: TSU-VPA-SF-05

2=To Some Extent

PS Problem Solving Col Collaboration Cit Citizenship

Revision No.: 00

3 3 3 3 3 3 3 3 3 3 3 3 3 3

3 3 3 3 3 3 3 3 3 3 3 3 3 3

3 3 3 3 3 3 3 3 3 3 3 3 3 3

3 3 3 3 3 3 3 3 3 3 3 3 3 3

3 3 3 3 3 3 3 3 3 3 3 3 3 3

3 3 3 3 3 3 3 3 3 3 3 3 3 3

3 3 3 3 3 3 3 3 3 3 3 3 3 3

3 3 3 3 3 3 3 3 3 3 3 3 3 3

3 3 3 3 3 3 3 3 3 3 3 3 3 3

3 3 3 3 3 3 3 3 3 3 3 3 3 3

3 3 3 3 3 3 3 3 3 3 3 3 3 3

1= To a little Extent

CT Critical Thinking DML Decision Making & Learning ICT Information and Communications Technology LC Life and Career PSR Personal and Social Responsibility

Effectivity Date: March 2019

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REPUBLIC OF THE PHILIPPINES DEPARTMENT OF EDUCATION

Liminal Period (1st Grading Period)

Unit 1: Introductory

Week/s

Content Standards

Declarative Knowledge

1

Demonstrate understanding of the Institution’s Vision, Mission, Goals, and Objectives

Enumerate the VMGO of the school

Essential Learning Functional Knowledge

•

Explain how the VMGO of • the school could be applied in real-life situation

Intended Learning Outcomes (ILO) Students should be able to: Vision, Mission, and Goal of CRHS Objectives of the CRHS

Suggested Teaching/Learning Activities (TLAs) Graphic Organizer Brainstorming Qestion and Answer

Assessment Tasks (ATs) 



Form No.: TSU-VPA-SF-05

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State the vision and mission of the university and discuss how this course may help achieve these. Enumerate activities done in the university/colleg e by the faculty and students that help in the attainment of its goals and objectives.

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REPUBLIC OF THE PHILIPPINES DEPARTMENT OF EDUCATION

Show the content knowledge of the English for Grade 7

Form No.: TSU-VPA-SF-05

State the content of the learners’ materials in English of Grade 7

Explain or enumerate the content of the learners’ materials

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Content of English 7

Brainstorming Discussion

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

Effectivity Date:

Explain the content of the learners’ materials Disseminate the subject content to the students.

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REPUBLIC OF THE PHILIPPINES DEPARTMENT OF EDUCATION

Liminal Period

Week 2-4

Content Standards Characterize the nature and structure of language

Unit 2: Appreciating Myself Essential Learning Declarative Functional Knowledge Knowledge Enumerate the  Explain the nature and nature and structure structure of of language language  Give examples of it

Intended Learning Outcomes (ILO) Students should be able to: Lesson I. Searching for my beginnings  Sounds of Language  The Origin of Proverbs  Sentence Stress and Intonation  Picture Words  Writing for a Purpose

Suggested Teaching/Learning Activities (TLAs) - PowerPoint/Video Presentation on Nature and Structure of language: A Group Report - Recite some examples of the topic

Assessment Tasks (ATs) 







Form No.: TSU-VPA-SF-05

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Conduct a research on nature and structure of language. Write a reflection of what the students have learned . Research and give some example of the nature and structure of language Identify the meaning of a word as it is used in the sentence.

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REPUBLIC OF THE PHILIPPINES DEPARTMENT OF EDUCATION

5-7

Demonstrate knowledge, understanding in recalling ancestor’s beliefs



Read intensively to find answer to questions

Explain the purpose of recalling the ancestor’s beliefs

Lesson II. Recalling my Ancestor’s Beliefs  Word World  Language Lingo  Survey-Question-Read  Narrative Type  Language Connections

-

Listening to a Discussion Question and answer Word games



Write reflection on the theme of one’s chosen Philippine myths and legends

8-10

Demonstrate knowledge, understanding in connections



Give the meaning of sign symbols

Discover literature as a means of connecting to significant past

Lesson III. Connecting to My Past  Idiomatic Connections  Graphical Connection  Paragraph Connection  Connected to Symbols  Character Connection  Connecting Artists and Storytellers

-

Listening to a Discussion Question and answer Diagram making



Transcode orally and in writing the information presented diagrams, charts, table, graphs, etc.

11-12

Demonstrate knowledge, understanding in learning from beginnings



Observe correct subject verb agreement

Use correct stress when reading the passages

Lesson IV. Learning from my Beginnings  Viewing Prelude  Differing Views  Read to Find  Tracing Backwards

-

Listening to a Discussion Question and answer



Present a graphic organizer containing information

Form No.: TSU-VPA-SF-05

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REPUBLIC OF THE PHILIPPINES DEPARTMENT OF EDUCATION

13

Demonstrate knowledge, understanding in valuing elder’s wisdom



Listen for important points signalled by intonation

Lesson V. Value stories in Valuing my Elders’ Wisdom accordance to  Read Between the Lines real-life situations  Idiom Immersion  Paragraph in Focus  Putting a Premium On

-

Listening to a Discussion Question and answer Read stories on different literature



Create a comic strip based on a myth

14

Demonstrate knowledge, understanding in celebrating heroes’ beliefs



Write articles or paragraphs as a reflection to the lesson

Explain concepts and ideas in writing

Lesson VI. Celebrating Heroes’ Beliefs  The Pen is Mightier than the Sword  Idiomatic Conversations  Celebrated Story

-

Listening to a Discussion Question and answer Essay writing



Narrate a story creatively using modern technology

Liminal Period (EXAM WEEK) Unit 3: 1st Quarter Exam

Week

15

Content Standards 1ST QUARTER EXAM

Form No.: TSU-VPA-SF-05

Declarative Knowledge 1ST QUARTER EXAM

Essential Learning Functional Knowledge

•

1ST QUARTER EXAM

Revision No.: 00

Intended Learning Outcomes Suggested (ILO) Students should be able Teaching/Learning to: Activities (TLAs) ST ST 1 QUARTER EXAM 1 QUARTER EXAM

Effectivity Date:

Assessment Tasks (ATs) 1ST QUARTER EXAM

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REPUBLIC OF THE PHILIPPINES DEPARTMENT OF EDUCATION

Liminal Period

Week

Content Standards

16-17

Demonstrate knowledge, understanding in valuing one’s family

18

Demonstrate knowledge, understanding in recognizing beauty in others

19-20

Demonstrate knowledge,

Form No.: TSU-VPA-SF-05

Unit 4: Building Relationships Essential Learning Declarative Functional Knowledge Knowledge 







Enumerate the values discussed Distinguish between literal and figurative language



Recognize main or key ideas Distinguish features of poems



Employ correct turntaking and turn-giving





Intended Learning Outcomes (ILO) Students should be able to: Generate thoughts Lesson I. Valuing one’s Family and ideas to  Think And Search activate prior Like A Centipede knowledge  Centipede Statement Match words with  Lit (Literal) Vs Fig their meanings (Figurative)  Phrase to Phrase  In A Nutshell  Conflicting Ideas Show comparison Lesson II. Recognizing Beauty In Others using simile and  Poetic Words And Lyrics metaphor  Poetic License Note relationships of ideas and  Pm (Poetic Meaning) events  Poem Precis 



Recognize cues and signals to

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Being Nice

Lesson III. Befriending Others

Effectivity Date:

Suggested Teaching/Learning Activities (TLAs) -

-

-

-

Assessment Tasks (ATs)

PowerPoint/Video Presentation on Nature and Structure of language: A Group Report Recite some examples of the topic Use card catalog to locate specific sources



Make a brochure of successful family stories

Listening to a Discussion Question and answer PowerPoint/Video Presentation on Nature and Structure of language: A Group Report Poem writing Paraphrase ideas/information from a



Create a mini book of tips related to building relationship



Create a book jacket

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REPUBLIC OF THE PHILIPPINES DEPARTMENT OF EDUCATION

understanding in befriending others

determine the order of ideas and events

strategies in conversations

     

21-22

23

Demonstrate Arrange ideas knowledge, logically based on a understanding in material viewed. adapting to peers



Demonstrate knowledge, understanding in loving others



Form No.: TSU-VPA-SF-05

Use declarative sentences appropriately and meaningfully

Strange Melodic Connection Relate and connect Story’s Chronological Sequence Conflict Arises, Theme Prevails Literal Vs Figurative There’s A Connection In Reading

Infer thoughts and Lesson IV. feelings expressed Adapting To Peers in the text  Expect, Learn, and understand  A. Words Unloaded  Poetically Yours  Extract The Poetic Essence Through Differentiated Activities  Sensing Out The T & M (Tone & Mood)  Isn’t Ironic?  Reference Search Infer the purpose Lesson V. of the text listened Loving Others to  Expressing it In Various Ways  Featuring Feature

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Effectivity Date:

-

-



text Listen to a discussion

Extract information from a text using a paraphrase

Summarize paragraphs and feature articles



Get information from general references in a library



Write a plot summary

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REPUBLIC OF THE PHILIPPINES DEPARTMENT OF EDUCATION

24

Demonstrate knowledge, understanding in sharing positive and healthy relationships

Gather current information from newspapers and other print and non-print media



Draw similarities and differences between characters in a selection

Articles  Plot Summary Lesson VI. Sharing Positive and Healthy Relationships     



Simplify ideas through paraphrasing and summarizing

Building Blocks Check The Elements Pros and Cons Poster Infomercial The Power To Impress



Create a PowerPoint presentation of a formal essay or a feature/informa tive article

Liminal Period (EXAM WEEK) Unit 5: 2nd Quarter Exam

Week

25

Content Standards 2nd QUARTER EXAM

Form No.: TSU-VPA-SF-05

Declarative Knowledge 2nd QUARTER EXAM

Essential Learning Functional Knowledge

•

2nd QUARTER EXAM

Revision No.: 00

Intended Learning Outcomes Suggested (ILO) Students should be able Teaching/Learning to: Activities (TLAs) nd nd 2 QUARTER EXAM 2 QUARTER EXAM

Effectivity Date:

Assessment Tasks (ATs) 2nd QUARTER EXAM

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REPUBLIC OF THE PHILIPPINES DEPARTMENT OF EDUCATION

Liminal Period

Week

26

27

Unit 6: Blending Well In A Diverse Society

Content Standards

Declarative Knowledge

Demonstrate knowledge, understanding in Acknowledging diversity



Demonstrate knowledge and understanding in setting aside differences



Form No.: TSU-VPA-SF-05

Essential Learning Functional Knowledge

Determine the key message conveyed in the material viewed

Identify collocations used in a selection

Use one’s schema to better understand a text •

Identify the features of a narrative text

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Intended Learning Outcomes (ILO) Students should be able to: Lesson I. Acknowledging Diversity    

Kaeidos Thoughts Vocabox Unity in Diversity Diversity Issues

Lesson II. Setting Aside Differences  

Deliciously Different A Sauce for A Cause

Effectivity Date:

Suggested Teaching/Learning Activities (TLAs) -

-

-

-

Assessment Tasks (ATs)

Learning Experiences and Instruction ; A Group report Recitation Question and Answer



Compose a series of journal entries

Evaluation of Learning ; A Group report Recitation Question and Answer Brainstorming



Write a simple narrative text

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28

29

Demonstrate knowledge and understanding in embracing diversity



Demonstrate knowledge and understanding in responding to the needs of others



Use literature as a tool to understand people better

Identify the key message showed in the pictures viewed

Lesson III. Embracing Diversity

Predict the events in a short story

Explains the elements in a short story

Lesson IV. Responding To the Needs of Others

 

  

30-31

Demonstrate knowledge and understanding in aiming to be socially responsible



Determine the author’s intentions in writing

Discover literature as tool to be socially responsible and to better understand people

 

Form No.: TSU-VPA-SF-05

Revision No.: 00

Express ideas and opinions



Write an informative speech

-

Listen and react to a discussion



Compose and travelogue Conduct an interview

Picture Me A Word To Where I Belong



Orderly Guessing Wordy Bubble Vocabulary Fortune Telling Story

Lesson V. Aiming To Be Socially Responsible  

-

Listen And Tell Pinoy Youth (Making Choices, Building Voices) Panel Discussion Photo Essay

Effectivity Date:

-

Listen to the story and discussion Question and answer Employ appropriate language



Perform a proficient and insightful panel discussion

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32-34

Demonstrate knowledge and understanding in asserting one’s identity in a diverse society



Formulate predictions about the contents of the text

React to assertions made by the author in the text

Lesson VI. Asserting One’s Identity In A Diverse Society  My Hero, Just Asking  Predicting Outcomes  My word Map  Field Reporting  Class Symposium

-

Compose personal letters Raise provoking questions



Perform in a comprehensive debate

Liminal Period (EXAM WEEK) Unit 7: 3rd Quarter Exam

Week

35

Content Standards 3rd QUARTER EXAM

Form No.: TSU-VPA-SF-05

Declarative Knowledge 3rd QUARTER EXAM

Essential Learning Functional Knowledge

•

3rd QUARTER EXAM

Revision No.: 00

Intended Learning Outcomes Suggested (ILO) Students should be able Teaching/Learning to: Activities (TLAs) rd rd 3 QUARTER EXAM 3 QUARTER EXAM

Effectivity Date:

Assessment Tasks (ATs) 3rd QUARTER EXAM

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REPUBLIC OF THE PHILIPPINES DEPARTMENT OF EDUCATION

Liminal Period

Week

Unit 8: Connecting To The World

Content Standards

Declarative Knowledge

Essential Learning Functional Knowledge

36-37

Demonstrate knowledge, understanding in relating past to present



Determine the key message conveyed in the material viewed

38-39

Demonstrate knowledge, understanding in keeping abreast with changes



Compare content of materials viewed to other sources of information

Form No.: TSU-VPA-SF-05

Intended Learning Outcomes (ILO) Students should be able to: • Use one’s schema to Lesson I. better understand a text Relating Past To Present • From Gen X, Y To Z • Anticipation-Reaction Guide • Poetry Elements • Literary Exploration • Poetry Whiz • Film Viewing Identify words or Lesson II. expressions used in a Keeping Abreast With selection that show Changes varying shades of meaning  Expanding Vocabularies  Literary Exploration  Character Development Chart  Story Illustration

Revision No.: 00

Effectivity Date:

Suggested Teaching/Learning Activities (TLAs) - Learning Experiences and Instruction ; A Group report - Recitation - Question and Answer

-

Question and answer Composing capsule biography of a person viewed

Assessment Tasks (ATs) 

Compose a series of journal entries



Orally narrate events in factual and personal recounts using verbal and nonverbal cues

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REPUBLIC OF THE PHILIPPINES DEPARTMENT OF EDUCATION

40

Demonstrate knowledge, understanding in upholding understanding of broadening horizons Demonstrate knowledge, understanding in celebrating cultural ties

41-42





Cite evidence • to support general statement

Use lexical and contextual clues in understanding unfamiliar words

Make simple • inferences about thoughts and feelings expressed in the text

Create or respond word clines

Lesson III. Upholding Understanding Of Broadening Horizons  Matching Vocabs  Homonymous Expressions Blast

-

Lesson IV. Celebrating Cultural Ties  Unlock The Topic  Quote and Unquote  Words Enrichment  Promoting Cultural ties

-

-

-

Listen to a discussion Question and answer Compose personal essay



Organize information about a chosen topic Question and answer Use appropriate multi-media resources





Use imperatives when giving instructions Research about the topic

Design own material about cultural diversity in language

Liminal Period (EXAM WEEK) Unit 7: 4th Quarter Exam

Week

43

Content Standards 4th QUARTER EXAM

Form No.: TSU-VPA-SF-05

Declarative Knowledge 4th QUARTER EXAM

Essential Learning Functional Knowledge

•

4th QUARTER EXAM

Revision No.: 00

Intended Learning Outcomes Suggested (ILO) Students should be able Teaching/Learning to: Activities (TLAs) th th 4 QUARTER EXAM 4 QUARTER EXAM

Effectivity Date:

Assessment Tasks (ATs) 4th QUARTER EXAM

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REPUBLIC OF THE PHILIPPINES DEPARTMENT OF EDUCATION

Basic Readings

Campbell, Joseph and Bill Moyers. 1988. The Power of English. New York, NY, USA: Doubleday, Bantam Doubleday Dell Publishing Group, Inc. Young Adult Learners. 2003. Explaining the Concepts in English. Queen’s Printer.

Extended Readings

Wondwosen, Tamrat. (n.d.) Spoken English: Reference and Practice Book. Retrieved from: https://www.academia.edu/23595542/Spoken_English_Reference_and_Practice_Book English Language Education Section. (2016) Retrieved from: https://www.edb.gov.hk/attachment/en/curriculum-development/kla/eng-edu/referencesresources/Citation%20Guide%20for%20Lit%20in%20Eng.pdf Peterson, Patricia. (2001) Writing Skills Practice Book. Retrieved from: https://americanenglish.state.gov/files/ae/resource_files/developing_writing.pdf

Form No.: TSU-VPA-SF-05

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REPUBLIC OF THE PHILIPPINES DEPARTMENT OF EDUCATION

Course Assessment

Course Policies

To be discussed by the Committee on Grading System Recitation or participation in class activities ……………… 10% Quizzes/Homework …………………………………………………… 20% Paper/Output/Performance……….………………………………20% Portfolio ……………………………………………………………….…… 20% Quarterly Examination ……………………………………………………….30% TOTAL 100% Language of Instruction: The language of instruction is English. In the teaching and learning presentation, however, language samples may be in another language if it is needed to exemplify an activity in this course. Attendance: The university rule on a 54-hour attendance applies: 20% absence is considered failed or dropped, as the case may be.

Form No.: TSU-VPA-SF-05

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REPUBLIC OF THE PHILIPPINES DEPARTMENT OF EDUCATION

There will be no make-up arrangements for oral presentations, hence, the instructor/professor lectures in the absence of the discussant. Those who cannot come on the examination day are advised to take the test on the day prior to the schedule. Homework, Written Reports and Reaction Papers: Course requirements must be turned in following the scheduled due dates. If a student cannot make it to class on time, assessment items must be given to a classmatefor submission. Failure to submit assessment items on time and without an adequate excuse (e.g. a doctor’s certificate) will result in a reduced score for that assessment item. Course Portfolio: The portfolio is a form of assessment for this class. Each student is expected to purchase a 40 or 60 leaf folder to use as a portfolio. All forms of inclass outputs, homework, worksheets, readings, and other items are to be placed in the portfolio for assessment at the end of the semester.A Title Page and a Contents Page must accompany the portfolio. Honor, Dress and Grooming Code: Students are enjoined to wear the prescribed uniform of the school with their ID’s worn at all times. Also, respect to administrators, faculty and staff of the school as well as to classmates and other students shall be observed. Sudents are mandated to follow all school policies and regulations. Deficiencies: Incomplete grades have to be attended to within a year. Committee Members Leader: Members:

Form No.: TSU-VPA-SF-05

Cullado, Junella Kyle G. Datu, Raymond V. Manuel, Shanella Izzabelle B. Saavedra, Darwin S.

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REPUBLIC OF THE PHILIPPINES DEPARTMENT OF EDUCATION

Course Title:

English for Grade 7

AY/Term:

Prepared by:

Academic Year 2019-2010

Approved:

CULLADO, Junella Kyle G. DATU, Raymond V. MANUEL, Shanella Izzabelle B. SAAVEDRA, Darwin S.

Pages:

Prof. Elizabeth P. Balanquit Professor EM12*

21

BSEd English 4-D1

Form No.: TSU-VPA-SF-05

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