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    Classroom Instructional Delivery Alignment Map For Grades For K-12

    Uploaded by

    Queenie Gamboa
    This document provides an alignment map for an English 8 classroom instructional delivery plan for the 2020-2021 school year. The map outlines the learning competencies, performance standards, assessment techniques, teaching strategies, and resources that will be used for each quarter. In the first quarter, students will demonstrate understanding of African literature by composing speeches using parallel structures and cohesive devices. They will also identify context clues, use conventions for citing sources, and use modals appropriately. The highest thinking skills to assess include determining meaning from context and using modals in sentences. Teaching strategies will include reading comprehension, independent reading, and direct instruction.

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    Classroom Instructional Delivery Alignment Map For Grades For K-12

    Uploaded by

    Queenie Gamboa
    111 views2 pages
    This document provides an alignment map for an English 8 classroom instructional delivery plan for the 2020-2021 school year. The map outlines the learning competencies, performance standards, assessment techniques, teaching strategies, and resources that will be used for each quarter. In the first quarter, students will demonstrate understanding of African literature by composing speeches using parallel structures and cohesive devices. They will also identify context clues, use conventions for citing sources, and use modals appropriately. The highest thinking skills to assess include determining meaning from context and using modals in sentences. Teaching strategies will include reading comprehension, independent reading, and direct instruction.

    Original Title

    CIDAM-of-English-8

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    This document provides an alignment map for an English 8 classroom instructional delivery plan for the 2020-2021 school year. The map outlines the learning competencies, performance standards, assessment techniques, teaching strategies, and resources that will be used for each quarter. In the first quarter, students will demonstrate understanding of African literature by composing speeches using parallel structures and cohesive devices. They will also identify context clues, use conventions for citing sources, and use modals appropriately. The highest thinking skills to assess include determining meaning from context and using modals in sentences. Teaching strategies will include reading comprehension, independent reading, and direct instruction.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    111 views2 pages

    Classroom Instructional Delivery Alignment Map For Grades For K-12

    Uploaded by

    Queenie Gamboa
    This document provides an alignment map for an English 8 classroom instructional delivery plan for the 2020-2021 school year. The map outlines the learning competencies, performance standards, assessment techniques, teaching strategies, and resources that will be used for each quarter. In the first quarter, students will demonstrate understanding of African literature by composing speeches using parallel structures and cohesive devices. They will also identify context clues, use conventions for citing sources, and use modals appropriately. The highest thinking skills to assess include determining meaning from context and using modals in sentences. Teaching strategies will include reading comprehension, independent reading, and direct instruction.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 2

    CLASSROOM INSTRUCTIONAL DELIVERY ALIGNMENT MAP FOR GRADES FOR K-12

    GRADE: XIII SCHOOL YEAR: 2020-2021


    SUBJECT TITLE: ENGLISH 8
    SUBJECT DESCRIPTION: The communicative competence through understanding of Afro-Asian Literature and other texts types for a deeper appreciation of Philippine Culture and those of other
    countries.

    CULMINATING PERFORMANCE STANDARD (FOR SENIOR HIGH ONLY):


    _______________________________________________________________________________________________________________________________________________
    _______________________________________________________________________________________________________________________________________________
    HIGHEST THINKING SKILLS TO
    LEARNING COMPETENCIES HIGHEST ENABLING STRATEGY TO USE
    ASSESS (HTS)
    (Arranged by AMT/RBT) IN DEVELOPING THE HTS TO ASSESS INSTITUTIONA
    (Based on AMT/RBT Classification)
    L CORE
    CONTENT PERFORMANCE ASSESSMENT TECHNIQUES
    CONTENT ENABLING RESOURCES VALUES
    STANDARDS STANDARDS TEACHING
    GENERAL (Formation
    Refer to the MELC given by DepEd Performance STRATEGY/
    Written Work PL/QA STRATEGY Standards)
    Check ACTIVITY
    (Plan of Action)

    FIRST QUARTER

    The learner
    demonstrates
    The learner… The learner… Teacher…
    understanding
    of…
    I. AFRICAN 1. African 1. Transfers learning  Sample of a
    LITERATURE literature as a by composing and Literature
    A. Determine the meaning of Select the
    a. Reading means of delivering an Matching  PPT Language
    context
    Styles exploring forces informative speech words and expressions that Type Reading Literature
    clues in the Competent
    b. Prosodic that human based on a specific reflect the local culture by noting Vocabulary Comprehension  Balanced Afro-Asian
    selected
    Features beings contend topic of interest context clues Enrichment Literacy Literature
    story.
    c. Parallel with; various keeping in mind the  Vocabulary
    Structures reading styles vis- proper and effective Enricher
    Use
    d. Cohesive à-vis purposes of use of parallel
    B. Use conventions in citing conventions Independent  PPT/Docs English 8
    Devices reading; prosodic structures and Identification
    in citing reading (PEAC)
    Competent
    sources  Modules
    features that cohesive devices sources
    serve as carriers and appropriate C. Use modals appropriately Multiple Write a one- Literary Response  PPT Competent
    of meaning; ways prosodic features, Choice, page  List of Creative
    by which stance, and Use modal reflection modals
    information may behavior. in a paper using and their
    be organized, sentence modals and use
    related, and cohesive  Essay
    delivered orally; D. Identify and use signals that
    and parallel indicate coherence (e.g. additive
    structures and - also, moreover; causative  PPT
    cohesive devices - as a result, consequently;  Metacogni
    Fill in the
    Direct Instruction tive Competent
    in presenting conditional/ concessional - blanks devices
    Metacognitive Creative
    Journal
    information. otherwise, in that case, however; Identification
     Table/Cha
    sequential - to begin with, in rt
    conclusion; clarifying - for
    instance, in fact, in addition)
    Compose an
    original
     Compositi
    E. Use a range of verbs, Multiple persuasive
    on
    Choice, essay about Competent
    adjectives and adverbs to convey Direct Instruction  PPT
    Choose a certain Creative
    emotional response or reaction to inside the issue using  Tables/Gr Christ-like
    an issue to persuade box verbs, aphic
    adjective Organizer
    and adverbs
    (MINI) PERFORMANCE TASK:
    The learner creates an original informative speech following the proper and effective use of parallel structures and cohesive devices and appropriate prosodic features, stance, and behavior.

    Prepared by:

    ZYRELL MITCH D. GALAPON


    English Teacher

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