FOREWORD

Language in Literature 8, K to 12 Edition strikes a formidable

balance between literature and language arts considerably built on inquiry-
based approach. It is a resource that places at the helm the development of
the Filipino students 21st century literary and language skills, attitudes, and
understanding needed to make sense of life beyond the four walls of the
classroom that may stand the test of time.

The authors, editors and consultants are as follows; Mrs. Lourdes M.

Ribo, an English Language Teacher from PNU was as an in-house author-
editor of Christian Living and English textbooks at Vibal for more than 20
years. She was the lead author of the best-selling Language in Literature
textbook series, now being aligned with K to 12.
Mr. Michael Angelo E. Malicsi, a Master of Arts in English Program from
UST and attended profession-related international conferences abroad like
Italy, Ireland and Taiwan.
Mr. Nicolas M. Galvez, Jr. the current high school English Subject
Development Officer of Parents for Education Foundation at Southridge
School conducts seminars and workshops on educational leadership,
professional development, 21st century teaching and learning strategies, and
English proficiency. Mr. Leopoldo A. Rojas, presently an English Professor
at Far Eastern University in Manila and Miriam College in Quezon City juggles
his time as a book writer, an editor, a consultant, and a national teacher-
trainer or resource speaker for Vibal.
Sr. Bernadette S. Racadio, SPC, Ph.D. a Master of Arts and a Doctor of
Philosophy in Literature at UST received the National Book Award for co-
authoring the Language in Literature for Fourth Year High School in 2009
published by Vibal.
 This Language in Literature 8, K to 12 Edition textbook published by
Vibal complies with and goes beyond the provisions of the latest curriculum
thus allowing for balanced and rich learning experiences. It adheres to sound
pedagogical approaches and practices thus promoting better learning
outcomes. Being attuned to 21st-century teaching and learning this textbook
is complemented with rich multimedia content, interactive activities, and
assessments that will delight teachers and learners. And finally it integrates
technology and student centric activities that come with numerous web links
as well as interactive exercises for self-directed learners.

FEATURES
The textbook fosters the Filipino students better understanding and
appreciation of their Asian and African neighbors roots, cultures and
traditions through the study of Afro-Asian literary selections representative of
the following regions, namely, East Asia, South Asia, Southeast Asia, the
Middle East and North Africa.

It connects the students to current affairs, issues, and concerns

through theme based informative texts that are interwoven with the
thematic value of literary events of the period.

The textbook also develops the students inquisitive mind, critical

thinking skills which can help them become life-long learners through the
Unit and Lesson Openers that present Big Ideas and Essential Questions and
the sections Prepare to Read, Sharing Insights, and Literary Skill.

It hones the students macro skills and other communication skills

through differentiated instruction and engaging text-based and electronic-
based activities provided in the sections on reading, vocabulary, listening,
viewing, speaking, study and research, grammar, and writing.
 It also provides students opportunities to transfer learning in real-world
communicative task through the GRASPS-formatted authentic tasks that
make the muse rubrics for self and peer assessments.

It helps students define learning goals and chart direction through the
section on Unit Learning Assessment that allows them avenues for
synthesizing what they have learned and reflecting on how and why they
have come to such learnings.

DIVISION
The textbook is divided into UNITS and in totality it consists of FOUR
major UNITS namely the following:

UNIT I: East Asia: Seat of Wisdom in the Orient

UNIT II: South Asia: A Tapestry of Nations

UNIT III: Southeast Asia: Currents of Change

UNIT IV: The Middle East and North Africa: A continental Tryst

Each UNIT is divided into LESSONS and there are a total of 16 lessons
and 4 lessons are covered in each UNIT. Each lesson has parts that complies
with a learning competency and this text book deals with 7 competencies for
Grade 8 and they are named as follows:
*Reading/Literature
 *Vocabulary
*Listening/Viewing
*Speaking
*Study and Research
*Grammar
*Writing/Performance

The learning competencies named

above have learning objectives stated before
each lesson which are always highlighted on
the side.

There is also this Essential Question

like in this one which develop students
inquisitive mind, critical-thinking skill, and
problem-solving skill which can help them
become life-long learners.

ASSESSMENT
In assessing each learning
competency different assessment type
were used. In Reading, diagnostic and
formative assessments were used.

Diagnostic Assessment in the form

of questions which always come in 3s
before each literary text and the number
of reading there is depends on each
lesson.
 Prepare to Read is the diagnostic
assessment and below it are 3 titles:
*Unveil What You Know
*Unlock the Meaning of Words
*Underscore a Motive for Reading

In Lesson 1 there are 3 literary texts or

titled Reading 1-3 before continuing to the
other competencies of the Lesson.

Formative Assessment in the form of

Sharing Insights which is always enclosed
in a table is composed of questions that are of
the Cognitive Domain. The questions asked are of the hierarchy of the
Cognitive Domain and is stated before the question, the number of hierarchy
used for the table and the number of questions for each hierarchy depends
on the literary text provided. The levels of hierarchy of the cognitive domain
used in the totality of the textbook are as
follows: Recall, Comprehend/Understand,
Apply, Interpret, Analyze, Evaluate, and
Synthesize.

Next is the assessment of the Literary

Skill, they introduce literary concepts,
devices, and strategies for literary
comprehension.

Literary Skill assessment is found

after each reading and it is in the type of
Summative Assessment. It is in a form of
Exercise and it can be of any sort, from
writing an essay to answering questions and so on. The Exercise provides
activities to facilitate mastery of the focused skill.

For the rest of the competencies namely Vocabulary, Listening/Viewing,

Speaking, Study and Research up to Grammar the textbook used Summative
Assessment and are in the form of exercises much like the assessment used
in Literary Skill.

The summative assessment of the writing competency differs, it can

either have an exercise or not, but not without the so called Writing
Process that allows students to rethink, refine, and revise their craft.

There are always these parts of the Writing Process the prewriting,
drafting, revising and sharing, and sometimes proofreading and finally
publishing that comes with it that supports as either guide for students
during and after their work.
 The Performance Task presents a
GRASPS (stands for real world GOAL, ROLE,
AUDIENCE, SITUATION, PRODUCTS or
PERFORMANCES and STANDARDS) formatted
task which may either be a production of an
output or a performance which calls for the
demonstration of the students facets of
understanding. The tasks aligned with the
lessons topic will always be guided by
rubrics cited after the instructions given.

A final summative assessment task of answering the question/s in

Revisiting the Essential Question at the end of the lesson is what
allows students to comprehensively compare and contrast their initial and
final responses to the essential question posed at the beginning of the
lesson. This part helps students underscore the enduring understanding of
the lesson.
 At the end of each UNIT there is a Unit Learning Assessment that
presents self-and-peer assessment worksheet (synthesis and reflection) of all
that has been acquired and learned, and that which will help students chart
direction for the next unit or next level.
 ASSESSMENT APPROACH
The textbooks assessment approach is communicative it was also very
obvious in the cover where it cited that it is. But basing on the assessment
tools used in each lesson it is indeed dominantly communicative because of
the means
of

assessment that greatly utilize and emphasize interaction and problem

solving as the main source of learning. It provides a lot of opportunities
mainly activities that make use of
interaction thru pair or small group works
like this one.
 With the Performance Tasks the students skills to be able to
communicate under various circumstances and an attempt to link classroom
language learning with language activation outside the classroom are highly
developed and utilized. This is one example of the Performance Task that
shows the communicative approach effectively.
 CONCLUSION
This Language in Literature 8, K to 12 Edition textbook defies
odds for it is what you could ever wish for in a learning material. From cover
to content no learner would want to miss a lesson with this fully integrated
textbook. The objectives being cited before each lesson is a big plus factor
because students would have a grasp on what it is they need to learn and to
keep track of it. Having opening questions for each lesson gives them a taste
of what is to come avoiding a blind space between them and the text and
literary reading being used. The competencies were perfectly being
perceived in a manner where the learners pace of learning are. The mastery
of each specific competency were given a handful of equivalently fair and
pairing tasks, exercises and activities which has a high chance a
achievability. The learners were given plentiful amounts of problem-based
activities including situational performance tasks that develop competitive
21st century skilled learners. If given a chance to teach I would highly use
and recommend textbook such as this one for it is very comprehensive, easy
to use, modern, up-to-date, and a reliable source of Language and Literature
learning.
 REFERENCE

High School English Series

Language in Literature 8
Afro Asian Literature
 K to 12 Edition
Published by VIBAL

Authors/Editors/Consultants

*Ribo *Malicsi *Racadio, SPC Ph.D. *Galvez, Jr.

*Rojas