K To 12 Curriculum Guide in English Grade 8: Quarter 1 Quarter 1 Quarter 1

K TO 12 CURRICULUM GUIDE IN ENGLISH
GRADE 8
PROGRAM STANDARD: The learner demonstrates communicative competence (and multiliteracies) through his/ her understanding of
literature and other texts types for a deeper appreciation of Philippine Culture and those of other countries.
GRADE LEVEL STANDARD: The learner demonstrates communicative competence (and multiliteracies) through his/ her understanding of Afro-
Asian Literature and other texts types for a deeper appreciation of Afro-Asian Culture and those of other countries.
DOMAINS OF CONTENT STANDARD PERFORMANCE LEARNING COMPETENCIES

LITERACY STANDARD
Listening Quarter 1 Quarter 1 Quarter 1
Comprehension The learner demonstrates The learner accurately • Recognize prosodic features: stress, intonation and
understanding of the prosodic produces a schematic pauses serving as carriers of meaning that may aid or
features and non-verbal cues diagram to note and interfere in the delivery of the message in stories and
that serve as carriers of give an account of the informative texts
meaning when listening to important details in
informative texts and longer long narratives or • Note prosodic features (stress, intonation, pauses) and
narratives to note significant descriptions listened rate of speech as carriers of meaning
details. to.
• Recognize changes in meaning signaled by stress,
intonation and pauses
• Listen to points the speaker emphasizes as signaled by

contrastive sentence stress determine how stress,
intonation, phrasing, pacing, tone and non-verbal cues
serve as carriers of meaning that may aid or interfere in
the message of the text listened to
Quarter 2 Quarter 2 Quarter 2

The learner demonstrates The learner creates an • Employ appropriate listening skills when listening to
understanding on how audio – video descriptive and long narrative texts
employing projective listening presentation (e. g. making predictions, noting the dramatic effect of
strategies to descriptive and highlighting the core sudden twists, etc.)
longer narrative audio texts, message of a text
15
helps him/her to validate listened to.
information, opinion, or • Employ projective listening strategies with longer
assumption to participate well stories
in specific communicative
context . • Listen to determine conflicting information aired over
the radio and television
The learner demonstrates
understanding of adjusting • Listen for clues to determine pictorial representations
listening strategies (marginal, of what is talked about in a listening text
selective, attentive, critical) in
relation to the main purpose
of listening, one’s familiarity
with the topic and difficulty of
the text describing a process
and narrating longer stories
to suit the listening text and
task.
•
The learner demonstrates The learner proficiently • Determine the persons being addressed in an informative
understanding in validating writes an editorial talk, the objective/s of the speaker and his/her attitude on the
information, opinions, or article concerning an issues
assumptions made by a issue raised by the
speaker to arrive at sound speaker in a text  Use attentive listening strategies with informative
decisions on critical issues. listened to. texts
• Note clues and links to show the speaker’s stand and

assumptions
• Listen for clues and links to show the speaker’s train

of thoughts
 Determine the stand of the speaker on a given

issue
 Listen to get the different sides of social, moral,
16
and economic issues affecting a community

The learner The learner creatively • Process speech delivered at different rates by making
demonstrates understanding renders a choric inferences from what was listened to
of how the orchestration of interpretation of a text
harmony, unison, rhythm and listened to • Use syntactic and lexical clues to supply items not
the structure of narratives • listened to
and other text types enable
him or her to appreciate their • Anticipate what is to follow in a text listened to
richness. considering the function/s of the statements made
• Express appreciation for texts orally interpreted noting

harmony, unison, and rhythm.
 Listen to appreciate the tune and the narrative

structure of ballads
• Listen to appreciate harmony, unison, and rhythm in

choric interpretations.
Oral Language Quarter 1 Quarter 1 Quarter 1
and Fluency • The learner • The learner • Use appropriate registers to suit the intended audience,
demonstrates actively participates and variation in intonation and stress for emphasis and
understanding of how to in a conversational contrast
speak in clear, correct dialogue about
English appropriate for a school/environmenta o Express feelings and attitudes by utilizing
certain situation, purpose l issues or any contrastive stress and variations of tone and tempo
and audience. current social
concerns. o Use stress, intonation, and juncture to signal
changes in meaning
17
• The learner • The learner • Ask for and give information, and express needs,
demonstrates joins actively in a opinions, feelings, and attitudes explicitly and implicitly
understanding of the various panel discussion in an informative talk
means on how figurative on a current issue or
and academic language can concern. • Formulate responses to questions noting the types of
be used in various questions raised (yes-no, wh-questions, alternative,
communication settings. modals, embedded)
• Make inquiries
• Give information obtained from mass media:

newspapers, radio, television
• Highlight important points in an informative talk using

multi-media resources
The learner demonstrates The learner proficiently • Use appropriate turn-taking strategies (topic nomination,
understanding of using turn- conducts a formal, topic development, topic shift, turn-getting, etc.) in
taking strategies in extended structured interview extended conversations
conversations to effectively of a specific subject.
convey information.  Interview persons to get opinions about certain
• issues
 Respond orally to ideas and needs expressed in

face-to-face interviews in accordance with the intended
meaning of the speaker
 Use communication strategies (e.g. paraphrase,

translations, and circumlocution) to repair breakdown in
communication
•
• Arrive at a consensus on community issues by assessing
The learner demonstrates The learner
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understanding of speech competently delivers statements made
functions and forms as an informative
indicators of meaning. speech using multi-  React to information obtained from talks
media resources to
highlight important • Interview persons to get their opinions about social
points. issues affecting the community
 Agree/Disagree with statements, observations and

responses made when issues affecting the community
 Infer the function/s of utterances and respond

accordingly taking into account the context of the
situation and the tone used
•
Vocabulary Quarter 1 Quarter 1 Quarter 1
Enhancement • The learner The learner • Develop strategies for coping with unknown words
demonstrates creatively produces an and ambiguous sentence structures and discourse
(Subsumed in all understanding of the e-portfolio of
domains) strategies for coping with vocabulary illustrating o Differentiate between shades of meaning by
the unknown words and the use of varied arranging words in a cline
ambiguous sentence strategies.
structures and discourse to o Guess the meaning of idiomatic expressions by
arrive at meaning. noting keywords in expressions, context clues,
collocations, clusters, etc.
o Arrive at the meaning of structurally complex and

ambiguous sentences by deleting expansions to come up
with kernel sentences

• The learner The learner creatively • Develop strategies for coping with unknown
19
demonstrates prepares a words and ambiguous sentence structures and discourse
understanding of the comparative log of
strategies for coping with academic and o Identify the derivation of words
the unknown words and figurative language
ambiguous sentence reflected in documents o Define words from context and through word analysis
structures and discourse to with the same themes. (prefix, roots, suffixes)
arrive at meaning.
o Use collocations of difficult words as aids in unlocking
vocabulary
o Arrive at the meaning of structurally complex and

ambiguous sentences by separating kernel sentences from
modification structures and expansions

• The learner The learner creatively • Develop strategies for coping with unknown words
demonstrates produces a frequency and ambiguous sentence structures and discourse
understanding of the word list. o Identify the derivation of words
strategies for coping with
the unknown words and o Define words from context and through word analysis
ambiguous sentence (prefix, roots, suffixes
structures and discourse to
arrive at meaning. o Use collocations of difficult words as aids in
unlocking vocabulary
• Arrive at the meaning of structurally complex and

ambiguous sentences by separating kernel
sentences from modification structures and
expansions.
• The learner The learner proficiently • Develop strategies for coping with unknown words and
demonstrates produces a glossary ambiguous sentence structures and discourse
20
understanding of the of words related to
strategies for coping with specific disciplines. o Identify the derivation of words
the unknown words and
ambiguous sentence o Define words from context and through word analysis
structures and discourse to (prefix, roots, suffixes)
arrive at meaning.
o Use collocations of difficult words as aids in unlocking
vocabulary
• Arrive at the meaning of structurally complex and

ambiguous sentences by separating kernel sentences
from modification structures and expansions
Reading and Quarter 1 Quarter 1 Quarter 1
Comprehension • The learner The learner produces a • Adjust reading speed based on one’s purpose for reading
demonstrates understanding Reading Log showing and the type of materials read
of the different reading various entries like the
styles to suit the text and choice of reading • Use different reading styles to suit the text and one’s
one’s purpose for reading. materials, the type of purpose for reading
reading employed, etc.
• Scan rapidly for sequence signals or connectors as
basis for determining the rhetorical organization of
texts
• Skim to determine the author’s key ideas and

purpose by answering questions raised after
surveying the text
• Read closely to select appropriate details from a
selection for specific purposes

• The learner The learner proficiently • Evaluate content, elements, features, and properties of a
demonstrates uses advanced reading or viewing selection using a set of criteria developed in
understanding of textual organizers/ consultation (with peers and the teacher)
illustrations showing
21
relationships using non- textual relationships.
linear forms and graphics • Explain visual-verbal relationships illustrated in tables,
to obtain information from graphs, information maps commonly used in content area texts
linear and non-linear texts.
 Transcode information from linear to non-linear
texts and vice-versa
 Explain illustrations from linear to non-linear texts

and vice versa
 Organize information illustrated in tables, graphs

and maps

• The learner The learner creatively • Utilize varied reading strategies to process information
demonstrates understanding produces a digital in a text
of varied reading approaches chart of various text
to make sense and develop types with clickable • Recognize the propaganda strategies used in
appreciation for the different features. advertisements and consider these in formulating
text types. hypotheses
• Distinguish between facts from opinions
• Use expressions that signal opinions (e.g. seems, as I
see it)
• Note the function of statements made as the text unfolds

and use it as a basis for predicting what is to follow
• Express emotional reactions to what was asserted or

expressed in a text
• Employ approaches best suited to a text
 Note the functions of statements as they unfold
22
and consider the data that might confirm/disconfirm
hypothesis
 Examine for bias
 Determine the validity and adequacy of proof

statements to support assertions
 React critically to the devices employed by a writer

to achieve his/her purpose

• The learner The learner prepares • Utilize knowledge of the differences among text types
demonstrates understanding an abstract of a text (instructional, explanatory, recount, persuasive, informational
of how to abstract read. and literary) as an aid in processing information in the
information presented in selection read or viewed
different text types and to
note explicit and implicit • Assess the content and function of each statement in a
signals used by the writer. text with a view of determining the information structure of
the text
• Abstract information from the different text types by noting
explicit and implicit signals used by the writer
• Interpret instructions, directions, notices, rules and
regulations
• Locate and synthesize essential information found

in any text
 Distinguish the statement of facts from beliefs.

 Evaluate the accuracy of the information.
23
 Draw conclusions from the set of details.
 Point out relationships between statements.
 Distinguish between general and specific
statements.
•
Literature Quarter 1 Quarter 1 • Discover literature as a means of understanding the
• The learner The learner creatively human being and the forces he/she to contend with
demonstrates and proficiently
understanding of the performs in a choral • Discover through literature the symbiotic relationship
different genres through the reading of a chosen between man and his environment and the need of the
types contributed by Afro- Afro-Asian poem. former to protect the latter
Asian countries to express
appreciation for Afro-Asian • Demonstrate a heightened sensitivity to the needs of
heritage. others for a better understanding of man
• Discover through literature the links between one’s life

and the lives of people throughout the world
• Highlight the need for a more just and equitable

distribution of resources

•The learner The learner creatively • Show understanding and appreciation for the different
demonstrates compiles Afro-Asian genres with emphasis on types contributed by Asian
understanding of how literary pieces as countries (i.e. Haiku, Tanka, etc.)
significant human accounts of •
experiences are best experiential learning. • Point out the elements of plays and playlets
captured in various literary
forms that inspire humans to • Determine the macro discourse patterns of essays and
bring out the best in them. the macro discourse signals used to establish meaning
relationships in the essay
• Determine the author’s tone and purpose for writing the
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essay
• Point out how the choice of title, space allotment,

imagery, choice of words, figurative language, etc.
contribute to the theme
 Explain figurative language used

 Express appreciation for sensory images in literary
forms
 Show understanding of the text by paraphrasing
passages

• The learner The learner produces a • Discover Philippine and Afro Asian literature as a means
demonstrates critical review of of expanding experiences and outlook and enhancing
understanding of the articles with the same worthwhile universal human values
different genres to heighten themes but different
literary competence. genres. • Express appreciation for worthwhile Asian traditions
and the values they represent
• Assess the Asian identity as presented in Asian

literature and oneself in the light of what makes one an
Asian
• Identify oneself with other people through literature

taking note of cultural differences so as to get to the heart
of problems arising from them

• The learner The learner produces • Point out the role of literature in enabling one to grow in
demonstrates an e-literary folio personhood
understanding of how which captures
literature mirrors the significant human • Discriminate between what is worthwhile and what
realities of life and depicts experiences. is not through literature
25
human aspirations. • Distinguish as positive values humility,
resourcefulness, self-reliance and the ability to look into
oneself, and accept one’s strengths and weaknessess
Viewing Quarter 1 Quarter 1 • Organize information extracted from a program viewed

Comprehension • The learner The learner produces
demonstrates program portfolio that • Compare and contrast basic genres of programs viewed
understanding of the monitors his/her
different text types and progress as a viewer • Narrate events logically
genres of programs viewed (in terms of interest,
to effectively derive preference, and
• Validate mental images of the information conveyed by a
information and find reflections on individual
program viewed
meaning in them viewing behaviors).
• Respond to questions raised in a program viewed

•The learner The learner effectively
• Discern positive and negative messages conveyed by a
demonstrates writes reactions to
movies viewed. (movie program viewed
understanding of the
different text types and review)
• React appropriately and provide suggestions based on
genres of programs viewed
to effectively derive The learner presents a an established fact
information and find review of a program
meaning in them. viewed. • Decode the meaning of unfamiliar words using structural
analysis
• Follow task- based directions shown after viewing
• Interpret the big ideas/key concepts implied by the facial

expressions of interlocutors
• The learner The learner produces a • Analyze the elements that make up reality and fantasy
reaction paper to a
26
demonstrates program viewed. from a program viewed
understanding of the various
analytical and evaluative • Compare and contrast one’s own television-viewing
techniques employed in behavior with other viewers’ viewing behavior
critical viewing.
• Organize an independent and systematic approach in
critiquing various reading or viewing selection

• The learner The learner puts up a • Recognize the principles of lay outing in viewing a
demonstrates model television material
understanding of how production
viewing conventions affect incorporating viewing • Explore how colors appeal to viewer’s emotions
the way viewers grasp, conventions.
interpret, and evaluate the • Identify basic camera angles
meaning of a program
viewed. • Ascertain how balance created by symmetry affects
visual response to a program viewed
• Differentiate between vantage points and viewing
Writing Quarter 1 Quarter 1 Quarter 1

• The learner The learner • Accomplish forms and prepare notices
demonstrates understanding proficiently prepares a
of giving valuable personal brochure on the • Write the information asked for in the following forms:
information and information dangers of  School forms
on social events and issues smoking/drugs and  Bank forms
by accomplishing different other social issues
 Order slips
forms to effectively function and concerns.
 Evaluation forms
in school and in
The learner writes a  Survey forms
community. .
personal narratives.  Bills, telecom, etc.
The learner creates a • Write notices (e.g. posters, slogans, advertisements
27
blog on the internet that relate to social events
commenting on
social/economic issues
and concerns.
• The learner The learner conducts • Use non-linear texts and outlines to show relationships
demonstrates understanding an opinion poll, between ideas
of the power of language interprets, and
structures and forms in presents the findings  Transcode ideas from texts to concept maps
shaping people’s reactions, having a local-based or
perceptions, points of view, national issue as  Make a write-up of ideas presented in concept
and beliefs in local, national reference. maps
and global communities.
 Use three-step words, phrasal and sentence
outlines to organize ideas
• Transcode information from linear to non-linear texts and

vice versa
 Employ concept mapping (circle, bubble, linear,
etc.) as aids in taking down notes and organizing ideas
 Use outlines to sum up ideas taken from texts
 Use non-linear text outlines and notes as aids in

the preparation of a research paper

• The learner The learner produces • Use specific cohesive and literary devices to construct
demonstrates understanding an e-journal of poetry integrative literary and expository reviews, critiques, research
of how to have a good & prose entries with reports, and scripts for broadcast communication texts,
command and facility of the emphasis on content including screenplays
English Language and writing style.
necessary to produce • Produce different text types and sub-types
writing in different genres
28
and modes.  Expand ideas in well-constructed paragraphs
observing cohesion, coherence and appropriate modes of
paragraph development
• Give and respond to feedback on one’s paper in the

revision process
 Use grammatical structure and vocabulary needed
to effectively emphasize particular points
• Use appropriate modes of paragraph development

to express one’s ideas, needs, feelings and
attitudes
• Use a variety of cohesive devices to make the

flow of thoughts from one sentence to another
smoothly and effortlessly
• Write short personal narratives to support an

assertion
• Organize information gathered from primary and

secondary sources using a graphic organizer and
a simple topic outline
• Do self and peer editing using a set of criteria
• Revise a piece of short personal writing in terms of

content, style, and mechanics collaboratively and
independently.

•The learner The learner makes a • Organize one’s thoughts and adopt the appropriate
demonstrates understanding write-up of an writing style in letters, resumes, critiques, etc. using
29
of how to have a good interview. appropriate styles (formal and formal)and audience in
command and facility of the mind
English Language necessary
to produce writing in different • Employ interactional functions of language in different
genres and modes. genres and modes of writing (pen-pal letters, letters of
invitation, a “yes” and “no” letters, book reviews,
interview write-ups, journal entries, etc.)
• Write reflections on learning experiences in diary and

journal entries
• Write summaries of books read
• Employ varied strategies (condensing, deleting,

combining, embedding) when summarizing materials
read
• Write reactions to books read
• Show respect for intellectual property rights by

acknowledging citations made
• Acknowledge citations by indicating in a bibliography

sources used
• Use writing conventions to indicate acknowledgement

of resources
• Use quotation marks or hanging indentations for direct

quotes
• Use in-text citation
• Arrange bibliographic entries of text cited from books
30
and periodicals
Grammar Quarter 1 Quarter 1 Quarter 1

The learner demonstrates The learner effectively Uses:
understanding of well- writes a personal o varied adjective complementation
constructed paragraphs narrative or informative o appropriate idioms, collocations, and fixed expression
using appropriate modes of text. o coordinators
development and language o subordinators
structures to express one’s The learner proficiently o other appropriate devices for emphasis
ideas, needs, feelings and writes a description of Formulates:
attitudes a process. o correct complex and compound-complex sentences
o correct conditional statements
The learner demonstrates
o appropriate parenthetical expressions
understanding of how
language is instrumental in
communicating thoughts, and o meaningful expanded sentence (following balance,
feelings. parallelism, and modification)
•
• The learner The learner composes Uses:
demonstrates a meaningful and o varied adjective complementation
understanding of how grammatically correct o appropriate idioms, collocations, and fixed expression
grammatically correct composition. o coordinators
sentences ensure an o subordinators
effective discourse. The learner writes a
progress/ interim other appropriate devices for emphasis
• The learner report of a program or • formulates:
demonstrates advocacy o correct complex and compound-complex sentences
understanding of how the o correct conditional statements
knowledge of grammar o appropriate parenthetical expression
enables one to
successfully deliver meaningful expanded sentence (following balance, parallelism,
information.
31
and modification)

• The learner Uses:
demonstrates The learner creatively o varied adjective complementation
understanding of how produces a tourist o appropriate idioms, collocations, and fixed expression
the use of Standard guide brochure o coordinators
English conventions o subordinators
facilitates interaction
and transaction. other appropriate devices for emphasis
• formulates:
o correct complex and compound-complex sentences
meaningful expanded sentence (following balance, parallelism,

and modification)

• The learner The learner Uses:
demonstrates understanding innovatively presents o varied adjective complementation
of the set of structural rules an Ad promoting a o appropriate idioms, collocations, and fixed expression
that govern various government bill or a o coordinators
communication situations. city ordinance. o subordinators
other appropriate devices for emphasis

• formulates:
o correct complex and compound-complex sentences
meaningful expanded sentence (following balance, parallelism,

and modification)
32
Attitude towards Quarter 1
language, literacy • Ask sensible questions
and literature on his/her initiative
(Subsumed in all
domains)
Quarter 2
• Express a different
opinion without being
difficult
Quarter 3
• Give credence to
well-though out ideas
Quarter 4
• Set new goals for
learning on the basis
of self- assessment
made
Study Strategies Quarter 1 Quarter 1 Quarter 1
(Subsumed in The learner The learner Gather data using library and electronic resources
Reading, demonstrates understanding creatively writes an consisting of general references: atlas, periodical index,
Literature, and of how to gather data using interesting Cultural periodicals and internet sources/ other websites to locate
Writing) library and electronic Report. information
resources to locate • Use periodical index to locate information in periodicals
information that bring about • Gather data using the general references: encyclopedia,
diversity and/or harmony dictionary
among Afro – Asians through • Get and assess current information from newspaper and
the study of their traditions other print and non-print media
and beliefs.
The learner The learner Acknowledge citations by preparing the bibliography of
demonstrates understanding produces research the various sources used
of how proper citations of appendices following • Observe correct format in bibliographical entries
references and materials used the correct citation • Use writing conventions to indicate acknowledgement of
establish the credibility of a entries and format sources
33
report or a research paper.
The learner The learner Derive information from various text types and sources
demonstrates understanding produces a clip report using the card catalog, vertical file, index, microfiche (microfilm)
of how information gathering on the various sources CD ROM, internet etc.
skills and data collection of data collected • Use locational skills to gather and synthesize information
strategies ensure quality from general and first-hand sources of information
research • Get vital information from various websites
• Extract accurately the required information from sources
read and viewed to reject irrelevant details
The learner The learner • Use multi step word and phrasal outlines to organize
demonstrates understanding produces a research ideas
of how the employment of paper based on • Engage in systematic conduct of a research by going
study strategies coupled with school/ community through series of processes
research skills lead to a well- problem. • Organize logically information gathered
written paper
• Apply the correct treatment of data and the soundness of
research conclusion.
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35

K To 12 Curriculum Guide in English Grade 8: Quarter 1 Quarter 1 Quarter 1

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K To 12 Curriculum Guide in English Grade 8: Quarter 1 Quarter 1 Quarter 1

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K TO 12 CURRICULUM GUIDE IN ENGLISH

DOMAINS OF CONTENT STANDARD PERFORMANCE LEARNING COMPETENCIES

• Listen to points the speaker emphasizes as signaled by

Quarter 2 Quarter 2 Quarter 2

• Note clues and links to show the speaker’s stand and

• Listen for clues and links to show the speaker’s train

 Determine the stand of the speaker on a given

Quarter 4 Quarter 4 Quarter 4

• Express appreciation for texts orally interpreted noting

 Listen to appreciate the tune and the narrative

• Listen to appreciate harmony, unison, and rhythm in

Quarter 2 Quarter 2 Quarter 2

• Give information obtained from mass media:

• Highlight important points in an informative talk using

 Respond orally to ideas and needs expressed in

 Use communication strategies (e.g. paraphrase,

 Agree/Disagree with statements, observations and

 Infer the function/s of utterances and respond

o Arrive at the meaning of structurally complex and

Quarter 2 Quarter 2 Quarter 2

o Arrive at the meaning of structurally complex and

Quarter 3 Quarter 3 Quarter 3

• Arrive at the meaning of structurally complex and

• Arrive at the meaning of structurally complex and

• Skim to determine the author’s key ideas and

Quarter 2 Quarter 2 Quarter 2

 Explain illustrations from linear to non-linear texts

 Organize information illustrated in tables, graphs

Quarter 3 Quarter 3 Quarter 3

• Note the function of statements made as the text unfolds

• Express emotional reactions to what was asserted or

• Employ approaches best suited to a text

 Note the functions of statements as they unfold

 Examine for bias

 Determine the validity and adequacy of proof

 React critically to the devices employed by a writer

Quarter 4 Quarter 4 Quarter 4

• Locate and synthesize essential information found

 Distinguish the statement of facts from beliefs.

• Discover through literature the links between one’s life

• Highlight the need for a more just and equitable

Quarter 2 Quarter 2 Quarter 2

• Point out how the choice of title, space allotment,

 Explain figurative language used

Quarter 3 Quarter 3 Quarter 3

• Assess the Asian identity as presented in Asian

• Identify oneself with other people through literature

Quarter 4 Quarter 4 Quarter 4

Viewing Quarter 1 Quarter 1 • Organize information extracted from a program viewed

Quarter 2 Quarter 2 Quarter 2

• Follow task- based directions shown after viewing

• Interpret the big ideas/key concepts implied by the facial

Quarter 4 Quarter 4 Quarter 4

• Differentiate between vantage points and viewing

Writing Quarter 1 Quarter 1 Quarter 1

The learner creates a • Write notices (e.g. posters, slogans, advertisements

• Transcode information from linear to non-linear texts and

 Use outlines to sum up ideas taken from texts

 Use non-linear text outlines and notes as aids in

Quarter 3 Quarter 3 Quarter 3

• Give and respond to feedback on one’s paper in the

• Use appropriate modes of paragraph development