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Republic of the Philippines

Integrated Laboratory Science High School

Mindanao State University-Maguindanao
Datu Odin Sinsuat, Maguindanao

Syllabus in English 8
School Year 2019-2020


MSU-Maguindanao ILSHS envisions a lead institution in educating the youth in technical skills development and home-based production entrepreneur who
will become an agent of change for the development of the Bangsamoro Autonomous Region in Muslim Mindanao.

MSU-Maguindanao ILSHS endeavor to produce students with active participation in global awareness through partnership with international Youth
Exchange Program for academic development.

1. To strengthen the capacity of graduates through direct curricular offering and strong hold of primary education as basic of achieving higher level of
2. To develop students to become conscious, advocates, movers for gender and development and empower youth in their own advocacy.
3. To enhance students’ entrepreneurial knowledge and skills that lead to self-reliance and sufficiency.
4. To improve students’ ability in undertaking researches that focuses on child mortality, maternal health and other diseases that contributes the youth
environmental deficiency.
5. To enhance appropriate pre-service training to students that contribute the technical know-how for environmental awareness and sustainability in the
entire region.

1. To produce graduates who are academically prepared for professional and non-professional programs of the university and leading institutions in the
2. To undertake research which could contribute to the socio-economic growth and development of the BARMM.
3. To develop students potential towards the realization of a self-actualized person.
4. To inculcate values of loyalty, honesty, commitments, dedication to service, moral integrity, self-reliance and love of God and country.

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Desired Learning Learning Content Strategies/ Assessment/ Evaluation Measures Evidence of Attainment Time Frame
Outcomes Instructional Activities (Outcome)
Materials (Assessment Tool)
First Grading
1. Define literature. Lesson 1 Interactive Group Activity Questionnaires 1. Can define literature.
a. Importance of Discussion
2. State the importance Literature Seat Work Rubrics 2. Can state the
of literature through b. Types of Literature Group Discussion importance of literature
group discussion. c. Prose and Poetry Board Work Oral Recitation through group
d. Fiction and Non- Brainstorming discussion.
3. Identify the types of fiction Reporting Graded Written
literature. PowerPoint Report 3. Can identify the types
Presentation Quiz of literature.
4. Identify the genres of 20 hours
the sample literary Literature Card Assignment 4. Can identify the
writings. genres of the sample
Character Sketch Long Test literary writings.
5. Gather facts and
opinions about the Retrieval Chart Summative Test 5. Can gather facts and
values of people from opinions about the
Africa. Details Organizer values of people from
6. Define stress and Lesson 2 Vocab
intonation. a. Stress Thermometer 6. Can define stress and
b. Intonation intonation.
7. Identify the c. Intonation Patterns: Story Map
intonation patterns Rising-Falling and 7. Can identify the
used in sentences. Falling Intonation Elements of intonation patterns used
d. Word Stress Narratives Chart in sentences.
8. Distinguish the e. Sentence Stress
difference between Audio Story

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word stress and f. Content and 8. Can distinguish the
sentence stress. Function Words Speaker difference between word
(Stress and stress and sentence
9. Identify the given Unstressed Words) Plot Organizer stress.
words as stressed or
unstressed. Conjunctions Chart 9. Can identify the given
words as stressed or
10. Identify prosodic Word Wall unstressed.
features: stress,
intonation and pauses Reading Texts 10. Can identify prosodic
serving as carriers of features: stress,
meaning that may aid intonation and pauses
in the delivery of the serving as carriers of
message. meaning that may aid in 20 hours
the delivery of the
11. Identify characters Lesson 3 message.
and their concepts or a. Informative Article:
point of views. “The Hands of the 11. Can identify
Blacks” by Luis characters and their
12. Organize and Bernardo Honwana concepts or point of
extract information and b. Word Cline views.
details found in an c. Identifying and
informative article. Locating Details 12. Can organize and
extract information and
13. Arrange words in Lesson 4 details found in an
cline: weakest to a. “The Soul of the informative article.
strongest meanings. Great Bell” by
Lafcadio Hearn 13. Can arrange words in
14. Identify the b. Elements of a cline: weakest to
different elements of a Narrative strongest meanings.
narrative. c. Chinese Values and
Traditions 14. Can identify the
15. Infer values and different elements of
traditions of the Lesson 5 narrative.

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Chinese from the a. Coordinating and
literary text. Subordinating 15. Can infer values and
Conjunctions traditions of the Chinese
16. Identify the b. Independent and from the literary text.
different coordinating Dependent Clauses
and subordinating c. “The Story of the 16. Can identify the
conjunctions. Aged Mother” A different coordinating
Japanese Folktale by and subordinating
17. Connect ideas using Matsuo Basho conjunctions.
conjunctions correctly.
Lesson 6 17. Can connect ideas
18. Construct a. Hinduism using conjunctions
sentences with b. Introduction to correctly.
conjunctions. Indian Literature
c. Characteristics of 18. Can construct 15 hours
19. Brainstorm for the Indian Literature sentences with
given output/task for d. “The Ramayana” conjunctions.
better understanding. e. “Shakuntala” by
Kalidasa 19. Can brainstorm for
20. Infer values and the given output/task for
traditions of the better understanding.
Japanese people from
the literary text. 20. Can infer values and
traditions of the
21. Skim to determine Japanese people from
the author’s key ideas the literary text.
and purpose by
answering questions 21. Can skim to
raised after surveying determine the author’s
the text. key ideas and purpose by
answering questions
22. Connect one’s life raised after surveying
to the lives of people the text.

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throughout the world 22. Can connect one’s
through literature. life to the lives of people
throughout the world
23. Transcode ideas through literature.
from texts to concept
maps. 23. Can transcode ideas
from texts to concept

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Desired Learning Learning Content Strategies/ Assessment/ Evaluation Measures Evidence of Attainment Time Frame
Outcomes Instructional Activities Tasks (Outcome)
Materials (Assessment Tool)
Second Grading
1. Identify the meaning Lesson 7 Interactive Discussion Group Activity Questionnaires 1. Can identify the
of words through a. Customs and meaning of words
context clues. traditions of Brainstorming Seat Work Rubrics through context clues.
2. Highlight important b. Effective PowerPoint Board Work Oral Recitation 2. Can highlight
pints in the article. Listening through Presentation important pints in the
TQLR Reporting Graded Written article.
3. Read with c. Reading WH-questions written Report
understanding. Passage: on strips of paper Quiz 3. Can read with
“Sawatdee…Hello understanding.
4. Formulate WH- , Beautiful Reading Passage Assignment
questions regarding the Bangkok” by 4. Can formulate WH- 20 hours
article. Ethel Soliven- Literary Text Long Test questions regarding the
Timbol article.
5. Interpret supporting Story Map Summative Test
ideas of the given big Lesson 8 5. Can interpret
idea/key concept. a. Inferring Venn Diagram supporting ideas of the
Character Traits given big idea/key
6. Show pictorial b. A Thai Folktale: Character Web concept.
representation of what is “Makato and the
talked about. Cowrie Shell” by Idiomatic Expressions 6. Can show pictorial
Supanee Chart representation of what is
7. Show understanding Khanchanathiti talked about.
and appreciation for the Pictures
Asian literary text. Lesson 9 7. Can show
a. Kinds of understanding and
8. Infer character traits Sentences appreciation for the
from a reading text. Asian literary text.

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According to
9. Point out elements of Structure 8. Can infer character
a short story. b. Idiomatic traits from a reading
Expressions text.
10. Use Venn Diagram to c. Reading
compare oneself with Passage: “The 9. Can point out
the main character. Two Brothers” elements of a short
11. Identify the Lesson 10
difference between a. Reading 10. Can use Venn
independent clause and Passage 1: “The Diagram to compare
dependent clause. Taximan’s Story” oneself with the main
by Catherine Lim character. 15 hours
12. Identify the parts of (Singapore)
simple, compound, b. Reading 11. Can identify the
complex, and Passage 2: “Batu difference between
compound-complex Belah Batu independent clause and
sentences. Bertangkup (The dependent clause.
Devouring Rock”
13. Construct different (Malaysian 12. Can identify the parts
sentences according to Folktale) of simple, compound,
structure. c. More Elements complex, and
14. Identify the of a Short Story compound-complex
meanings of the given d. Vocabulary sentences.
idiomatic expressions. Development
Using 13. Can construct
15. Use idioms in a Collocations & different sentences
sentence correctly. Structural according to structure.
Analysis 14. Identify the
16. Read literary text meanings of the given
critically. Lesson 11 idiomatic expressions.
a. Conditional
Sentences 15. Can use idioms in a
b. Adjectives sentence correctly.

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17. Determine the c. Adverbs
setting, characters, point d. Listening 16. Can read literary text
of view, and theme. Passages: critically.
Vietnam & Cause
18. Identify the conflict and Effect 17. Can determine the
revealed in the literary e. Literary Skills setting, characters, point
text. Enhancement of view, and theme.
f. Reading
19. Translate some Passages: Literary 18. Can identify the
Singaporean terms in Heritage of conflict revealed in the
English language. Indonesia literary text.
If I Sing You a
20. Identify pictures that Love Song by 19. Can translate some
feature famous places Bonnie Tyler Singaporean terms in
and dances from three The Legend of English language.
Asian countries. Bangyuwangi
The Legend of 20. Can identify pictures 15 hours
21. Ask for and give Ambarawa (from that feature famous
information and express Indonesian places and dances from
needs, opinions, feelings Observer) three Asian countries.
and attitudes explicitly The Legend of
and implicitly in an Ancient Vietnam 21. Can ask for and give
informative talk. information and express
needs, opinions, feelings
22. Communicate and attitudes explicitly
thoughts and feelings in and implicitly in an
write-ups of summary informative talk.
results, notes, etc. using
appropriate styles. 22. Can communicate
thoughts and feelings in
23. Determine if the write-ups of summary
speaker is neutral, for or results, notes, etc. using
against an issue that appropriate styles.

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relates to the 23. Can determine if the
community. speaker is neutral, for or
against an issue that
24. Identify derivation of relates to the
words. community.

25. Decode meaning of 24. Can identify

unfamiliar words using derivation of words.
structural analysis.
25. Can decode meaning
26. Point out how choice of unfamiliar words using
of the title, space, structural analysis.
allotment, imagery,
choice of words, 26. Can point out how
figurative language, etc. choice of the title, space,
contribute to the theme. allotment, imagery,
choice of words,
27. Construct meaningful figurative language, etc.
expanded sentences and contribute to the theme.
conditional statements.
27. Can construct
28. Use conditional meaningful expanded
sentences in useful sentences and
contexts. conditional statements.

28. Can use conditional

sentences in useful

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Desired Learning Outcomes Learning Content Strategies/ Assessment/ Evaluation Measures Evidence of Attainment Time Frame
Instructional Activities Tasks (Outcome)
Third Grading Materials (Assessment Tool)
1. Analyze the elements Lesson 12 Interactive Discussion Group Activity Questionnaires 1. Can analyze the
that make up reality and a. Cultural elements that make up
fantasy from a program Differences Brainstorming Seat Work Rubrics reality and fantasy from a
viewed and expand ideas in b. “Tale of program viewed and
well-constructed Ch’unyang” PowerPoint Board Work Oral Recitation expand ideas in well-
paragraphs observing c. “The Governor Presentation constructed paragraphs
cohesion, coherence and and the Buddhist” Reporting Graded Written observing cohesion,
appropriate modes of d. Transitional Graphic Organizers Report coherence and
paragraph development. Devices Quiz appropriate modes of
e. Yes-No and WH- Pictures paragraph development.
2. Express appreciation for questions about Assignment
worthwhile Asian traditions Korea Reading Passage 2. Can express
and the values they Long Test appreciation for
represent through a Lesson 13 YouTube Videos worthwhile Asian
character review. a. Literature of Summative traditions and the values 25 hours
Myanmar Test they represent through a
3. Utilize varied strategies b. Advertising character review.
to process information in a c. Adjective
test, produce frequency Complement 3. Can utilize varied
word list and construct a d. Literature – strategies to process
paragraph containing Poetry: Prayer for information in a test,
impressions from a text or Burma by May Ng produce frequency word
passage read. e. Reading list and construct a
Selection: The paragraph containing
4. Write an integrative Country’s Good impressions from a text or
literary and expository Son by Minn New passage read.
character review of a Thein
Korean being interviewed. 4. Can write an integrative
literary and expository

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5. Formulate Yes-No and Teacher, may I go character review of a
WH-questions using the out by Doreen G. Korean being interviewed.
given set of words and Yu
phrases. f. Essay: Evaluation 5. Can formulate Yes-No
Essay on Gender and WH-questions using
6. Make a list of qualities of Advertising the given set of words and
the Koreans which are phrases.
similar to the Filipinos. Lesson 14
a. Literature of 6. Can make a list of
7. Listen to interviews Arabia and Israel qualities of the Koreans
attentively and take down b. Reading which are similar to the
important details about selections: The Filipinos.
Korean women’s view on a Kibbultz of Israel
variety of global subjects Arabia-Cradle of 7. Can listen to interviews
and on cultural differences. Islam attentively and take down 25 hours
Arabian Poetry important details about
8. Enumerate and apply (Excerpts from the Korean women’s view on
steps/ tips in conducting Koran) a variety of global subjects
effective interviews. The Song of and on cultural
Maisuna (The differences.
9. Determine the persons Arabian “Home
being addressed in an Sweet Home”) 8. Can enumerate and
informative talk, the The Wonder Tree apply steps/ tips in
objectives of the speaker (An Arabian conducting effective
and his/her attitudes Folktale) interviews.
toward issues. c. Writing a Critical
Review 9. Can determine the
10. Access the Asian and persons being addressed
African identity as reflected Lesson 15 in an informative talk, the
in their literature and a. Nelson Mandela objectives of the speaker
oneself in the light of what – Short Biography and his/her attitudes
makes one an Asian or b. The Dark toward issues.
African (literature). Continent

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11. Engage in a c. The African 10. Can access the Asian
conversation based on a World View and African identity as
selection or text read using d. Open House by reflected in their literature
communication strategies Musa Nagenda and oneself in the light of
and expressions that signal e. Grammar: Using what makes one an Asian
opinions. Parenthetical or African (literature).
12. Use collocations of f. Parallelism 11. Can engage in a
difficult words as aids in conversation based on a
unlocking vocabulary. selection or text read
using communication
13. Identify propaganda strategies and expressions 15 hours
strategies used in that signal opinions.
(bandwagon, testimonial, 12. Can use collocations of
transfer, repetition, difficult words as aids in
emotional words). unlocking vocabulary.

14. Use varied adjective 13. Can identify

complementation. propaganda strategies
used in advertisements
15. Identify temperament (bandwagon, testimonial,
and psyche of the Israeli transfer, repetition,
people as reflected in their emotional words).
14. Can use varied
16. Identify oneself with the adjective
people of Arabia and Israel complementation.
through literature taking 15. Identify temperament
note of the cultural and psyche of the Israeli
differences to get the heart people as reflected in
of problems arising from their literature.

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17. Organize an 16. Can identify oneself
independent and with the people of Arabia
systematic approach in and Israel through
critiquing a reading literature taking note of
selection. the cultural differences to
get the heart of problems
18. Formulate meaningful arising from them.
expanded sentences
following balance, 17. Can organize an
parallelism, and independent and
modification. systematic approach in
critiquing a reading
19. Formulate appropriate selection.
parenthetical expressions.
18. Can formulate
meaningful expanded
sentences following
balance, parallelism, and

19. Can formulate

appropriate parenthetical

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Desired Learning Learning Content Strategies/ Assessment/ Evaluation Measures Evidence of Attainment Time Frame
Outcomes Instructional Activities Tasks (Outcome)
Materials (Assessment Tool)
Fourth Grading
1. Determine the role of Lesson 16 Interactive Group Activity Questionnaires 1. Can determine the
literature in enabling one a. Literature as Discussion role of literature in
to grow physically, Communication: Seat Work Rubrics enabling one to grow
mentally and The Anatomy of a Brainstorming physically, mentally and
emotionally. Filipino by Prof. Board Work Oral Recitation emotionally.
Felix Bautista PowerPoint
2. Present a speech b. Grow and be Presentation Reporting Graded Written Report 2. Can present a speech
choir. Like a Molave by choir.
Manuel Luis Quiz
3. Identify dependent Quezon 3. Can identify
and independent c. About the Assignment dependent and
clauses. Authors independent clauses.
d. Elements of a Long Test
4. Express or interpret Speech Choir 4. Can express or
unique qualities of a e. Grammar: Summative Test interpret unique 15 hours
Filipino through multiple Dependent and qualities of a Filipino
intelligences or Independent through multiple
differentiated tasks. Clauses intelligences or
differentiated tasks.
5. Identify the different Lesson 17
types of essays. a. Essay 5. Can identify the
b. Different Types different types of essays.
6. Use different of Essay
elements to be c. Parts of Essay 6. Can use different
considered in writing an d. Elements of elements to be
essay. Essay considered in writing an
Lesson 18

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7. Identify text structures Korean Folktale 7. Can identify text
and outline given text/ “The Vanity of the structures and outline
ideas using graphic Rat” given text/ ideas using
organizers. graphic organizers.
Lesson 19
8. Construct emphatic a. Telephone 8. Can construct
sentences. Conversation by emphatic sentences.
Wole Soyinka
9. Scout for invaluable b. Grammar: 9. Can scout for
materials to enrich Active and Passive invaluable materials to
speech content. Voice enrich speech content.

10. Analyze various Lesson 20 10. Can analyze various 10 hours

strategies in delivering a a. Effective Writing strategies in delivering a
powerful speech. b. Making powerful speech.
11. Deliver an Sentences 11. Can deliver an
informative speech c. Sentence informative speech
following the Expansion following the
conventions. d. Preparing and conventions.
12. Identify the Informative Speech 12. Can identify the
difference between difference between
direct and indirect Lesson 21 direct and indirect
speech. Direct and Indirect speech.
13. Identify verbals and Speech
its functions. 13. Can identify verbals
Lesson 22 and its functions.
14. Determine how a. Verbal’s
infinitives are used in b. Reading 14. Can determine how
sentences. Passage: The Real infinitives are used in
Man by Mencius sentences.

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15. Relate the movie to Lesson 23 15. Can relate the movie
what we are studying in a. Movie Viewing: to what we are studying
class. “MULAN” in class.
b. Ancient Chinese
16. Synthesize Literature 16. Can synthesize
literary/visual concepts literary/visual concepts
into a structured plot into a structured plot
summary. summary.

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1. Oral and Written Reports
2. Classroom Participation / Activities
3. Quizzes
4. Periodical Exam

Quizzes ---------------------------- 30%
Performance --------------------- 50%
Portfolio --------------------------- 20%
English 8 DepEd Module
Kto12 Curriculum Guide
Lapid, M. & Serrano, J. English Communication Arts and Skills Through Afro-Asian Literature. 2015
Salamida, A. Kto12 English 8 Learning Plan. 2016

Prepared by:


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