Escolar Documentos
Profissional Documentos
Cultura Documentos
Department of Education
Bureau of Secondary Education
Curriculum Development Division
Pasig City
March 9, 2011
TABLE OF CONTENTS
ii Introduction
Annexes
A. The Monitoring and Evaluation of the Implementation of the 2002 Secondary Education Curriculum: Findings and
Recommendations
The Context
As a matter of practice, the curriculum in the Philippines is revised every ten years, but the rapid rate of change in education and the
fast obsolescence of knowledge necessitate a continual revisiting and updating of the curriculum to make it responsive to emerging
changes in the needs of the learner and the society. Thus, the refinement of the curriculum remains to be a work in progress.
Aside from the issue of relevance, the refinement of the secondary education curriculum was guided by the need, as articulated in the
Education for All Plan 2015, to streamline its content in order to improve student mastery and contribute to the attainment of
functional literacy. This became a primary consideration in the design of the curriculum and the formulation of standards and the
essential understandings from which the content of the curriculum was derived.
The results of national and international assessments were reviewed and analyzed for their implications for teaching and learning. The
findings were used to further tighten the standards and improve the delivery of the curriculum and the teaching-learning process. The
results of the evaluation of the implementation of the 2002 Basic Education Curriculum were likewise considered in the review of the
curriculum. The findings and recommendations (see Annex A) guided the training of teachers and the capacity-building of school
heads in managing the pilot test of the curriculum in 23 secondary schools nationwide.
The Process
The refinement of the curriculum followed the Understanding by Design (UbD) model developed by Jay McTighe and Grant Wiggins.
Essential
Questions
Content/ Essential
Objectives
Performance (knowledge/skills) Understandings
Standards
Results/Outcomes
Assessment
Products/ Criteria/
Performances Tools
Assessment
Resources/
Learning
Learning Plan Materials
Activities
Stage 1
A. Results/Desired Outcomes, which define what students should be able to know and do at the end of the program, course, or unit
of study; generally expressed in terms of overall goals, and specifically defined in terms of content and performance standards
A.1. Content standards, which specify the essential knowledge (includes the most important and enduring ideas, issues,
principles and concepts from the disciplines), skills and habits of mind that should be taught and learned. They answer the
question, “What should students know and be able to do?”
ii
A.2. Performance standards, which express the degree or quality of proficiency that students are expected to demonstrate in
relation to the content standards. They answer the question, “How well must students do their work?” or “At what level of
performance would the student be appropriately qualified or certified?”
B. Essential Understandings, which are the big and enduring ideas at the heart of the discipline and which we want the children to
remember even long after they leave school
C. Essential Questions, which are open-ended, provocative questions that spark thinking and further inquiry into the essential
meanings and understandings
D. Curriculum Objectives, which are expressed in terms of knowledge and skills that teachers can use as guide in formulating their
own classroom objectives
Stage 2
A. Assessment, which defines acceptable evidence of student’s attainment of desired results; determines authentic performance
tasks that the student is expected to do to demonstrate the desired understandings; and defines the criteria against which the
student’s performances or products shall be judged.
B. Products and Performances, which are the evidence of students’ learning and a demonstration of their conceptual
understanding, and content and skill acquisition
Stage 3
A. Learning Plan, which details the instructional activities that students will go through to attain the standards
A.1. Instructional Activities, which are aligned with the standards and are designed to promote attainment of desired results.
A series of consultations with critical stakeholders: students, teachers, school heads, parents, supervisors, industry, local government
officials, the religious, and experts from the academe, among others, were made to validate and further refine the formulation of
standards, the essential understandings, the essential questions, and the assessment criteria and the tools to measure students’ products
iii
and performances. Workshops were conducted to draft the curriculum documents, write the instructional plan and develop lesson
exemplars.
Teachers were trained and school heads from the 23 identified pilot schools underwent capacity-building to prepare them for the
management of the try-out of the curriculum. The schools were identified based on their location (i.e., Luzon, Visayas, Mindanao) and
the type of program (i.e., regular high school, specialist high school) they offer.
Meetings with school heads and classroom visits were made on a quarterly basis to monitor the try-out of the curriculum. Teachers’
feedback on the lesson guides became the basis for further refinement of the standards and the other elements of the curriculum.
Education supervisors were later trained on providing instructional support to teachers. A follow-through training was subsequently
conducted to further equip them with the tools of supervision given the requirements of the program.
Results
Initial feedback from the teachers has been useful in further improving the design of the curriculum. What has evolved from the try-
out is a core curriculum that builds on and retains the principles of the 2002 BEC (i.e., constructivism, integrative teaching) and
integrates the richness of the special curricular programs (Arts, Sports, Engineering and Science Education Program, Journalism,
Technical-Vocational Program, and Foreign Language). The latter shall be offered in schools as special interest areas which children
can pursue among many other career options in livelihood education. The curriculum has the following features:
iv
Features of the
Curriculum
What is being envisaged is that the core curriculum shall be implemented with special curricular programs: special program in the arts
(SPA), special program in sports (SPS), special program in journalism (SPJ), special program in foreign language, special
science/math (S&T), technical-vocational program (tech-voc) being offered on the side, to develop the students’ multiple intelligences.
v
2010 Secondary Education Curriculum
Communi- Literary
cative Competence/
Competence Appreciation
Valuing
CBI CALLA Context
PTCBL Text
Genre Based
Based Based
Theory of Learning
Constructivism
Theory of Language •Learning by doing (D) Theory of Language
•Linguistics •Reflective learning (P)
•Philosophy •Social learning Learning
•Psychology •Learning strategies • Process - Oriented
•Transformative Learning •Condition - Oriented
1
CONCEPTUAL FRAMEWORK OF THE ENGLISH PROGRAM
The overall goal of the 2010 Secondary Education Curriculum is to develop a functionally literate Filipino who can effectively
function in various communication situations. A functionally literate individual demonstrates the following critical competencies: ability to
express clearly one’s ideas and feelings orally, in writing, and non-verbally; ability to learn on his own; ability to read, comprehend and
respond in turn to ideas presented; ability to write clearly ones ideas and feelings, and the ability to access, process, and utilize available
basic and multimedia information. These competencies comprise the expected outcomes of the 2010 Secondary English Curriculum.
As indicated in the schematic diagram, the two-fold goal of this Program is to develop the communicative and the literary
competence/appreciation of the Filipino youth. The purpose is to develop the four competencies: linguistic, sociolinguistic, discourse and
strategic with emphasis on cognitive academic language proficiency (CALP). On the other hand, literary competence is concerned with
general skills needed to meet the communicative and linguistic demands of the different types of literature. Values underscore the significant
insights and universal truths presented in the varied literary texts.
In addition to the macro-language skills of listening, speaking, reading and writing the model highlights the paramount importance of
viewing of multimedia and Internet sources of information as the means to develop creativity in transcoding concepts from one medium to
another. The said language skills do not occur as separate units but rather as integrated units.
In the 2010 Secondary English Curriculum (2010 SEC), other inputs have been considered in response to the paradigm shifts that
have taken place. These additional inputs mark the difference between the 2010 SEC and what preceded it. The model shows that as far as
communicative competence is concerned, the learning program in the curriculum focuses on content–based instruction (CBI) which
integrates the learning of language and the learning of some other content such as Science and Mathematics where English is used as the
medium of instruction. The model, likewise underscores the use of cognitive academic language learning approach (CALLA) which
takes into consideration the various contexts in which language is used in the classroom and other academic settings. In addition, the model
uses the problem-based, task-based, and competency-based learning (PTCBL) approaches in which students collaboratively solve
problems and reflect on their experiences. The teachers take on the role as facilitators of learning. The use of text analysis, text-based,
context–based and genre-based approaches to reading literature and literary appreciation ensures literary competence and appreciation.
The underlying theoretical bases of the 2010 SEC include the theory of language, theory of learning and theory of language
learning. The theories of language and language learning are in keeping with the current pedagogical practice highlighting constructivism.
2
2010 Secondary Education Curriculum
English
CONCEPT MATRIX
Year Level FIRST YEAR SECOND YEAR THIRD YEAR FOURTH YEAR
Concept
Philippine Literature Afro-Asian Literature British-American and World Literature
(including Philippine Philippine Literature (including Philippine
Literature) Literature)
Quarter
3
2010 Secondary Education Curriculum
English
PERFORMANCE MATRIX
Year Level
FIRST YEAR SECOND YEAR THIRD YEAR FOURTH YEAR
Quarter
4
Quarter 1
NARRATIVE
2010 Secondary Education Curriculum
English II
General Standard: The learner demonstrates literary and communicative competence through his/her understanding of the different genres of Afro-
Asian Literature and other text types for a deeper appreciation of Philippine culture and those of other countries.
Quarter 1: Narrative
Stage 1: Results/Outcomes Stage 2 : Assessment
Standard Essential Product/ At the level of
Content Performance Understanding Question Performance Understanding Performance
The learner The learner Afro-Asian narratives How do Afro-Asian An interactive story Explanation Performance
demonstrates participates and reveal a whole range of narratives reveal telling Explain the common assessment of an
understanding of the responds people’s beliefs, attitudes, people’s beliefs, features of narratives. interactive
artistic combination, creatively in an self concept philosophy in attitudes, self- INTERACTIVE Accurate storytelling based
skillful variation and interactive story life and social concepts, philosophy STORYTELLING - a new Coherent on the following
intermingling of the telling. ethics/standards. in life and social highly expressive art form of Insightful criteria:
story’s basic ethics/standards? storytelling that integrates Focus/content
ingredients which are interaction and narrative. It is Recognize the elements Problem/
essential in illustrating participatory, for it involves in a text that prompt a Conflict
truth and in recreating the audience as active personal response. Development of
participants immersed in the Accurate
a fictional world in an People’s beliefs attitudes, How do people’s action
direct and friendly
interactive story philosophy in life and beliefs and attitudes Coherent Delivery
conversation. It’s non-
telling. social ethics/standards enhance universal Predictive Voice
conventional , non-linear
serve as means of values and assess which means that story
Language
expanding experiences Asian identity? elements do not occur in Discuss how the theme of Mechanics
and enhance universal fixed sequence ( start to a narrative is still Gestures
values. finish) but can be divergent important to people of
or multidirectional although today.
it has a fixed outcome; what Credible
matters here is the journey Justified
not its conclusion. Insightful
1
Stage 1: Results/Outcomes Stage 2 : Assessment
Standard Essential Product/ At the level of
Content Performance Understanding Question Performance Understanding Performance
Language Focus Interpretation
Construct meaning from
Describing the inside range of
persons, places, textual/oral narratives.
objects and events Illustrative
through the use of Insightful
phrase modifiers Meaningful
Using simple past Significant
tense and time
markers Make meaning of
narratives of different
cultures and eras including
Philippine culture.
Illustrative
Illuminating
Meaningful
Insightful
2
Stage 1: Results/Outcomes
Stage 2 : Assessment
Standard Essential Product/ At the level of
Content Performance Understanding Question Performance Understanding Performance
Application
Participate and respond
creatively in interactive story
telling.
Efficient
Fluent
Effective
3
Stage 1: Results/Outcomes Stage 2 : Assessment
Standard Essential Product/ At the level of
Content Performance Understanding Question Performance Understanding Performance
Empathy
Evaluate one’s and others’
narratives presentation
(written/oral) using a set of
rubrics.
Insightful
Perspective
Receptive
Open
Self-knowledge
Conduct self-evaluation by
reviewing one’s work in narrative
mode.
Meta cognitive
Mature
Reflective
Self-adjusting
4
Quarter 1: NARRATIVE
5
Stage 1: Results/Outcomes Stage 2 : Assessment
Standard Essential Product/ At the level of
Content Performance Understanding Question Performance Understanding Performance
Interpretation
Discover Philippine and Afro-
Asian narratives as means of
expanding experiences and
outlook thus enhancing
worthwhile universal human
values.
Illustrative
Insightful
Meaningful
Significant
Make meaning of worthwhile
experiences underscored in Afro-
Asian and Phil. narratives.
Illustrative
Insightful
Meaningful
Significant
Make sense out of the language
features of a narrative.
Illustrative
Meaningful
Significant
Application
Write a well-developed,
organized, coherent and
insightful personal narrative.
Effective
Realistic
Meaningful
6
Stage 1: Results/Outcomes Stage 2 : Assessment
Standard Essential Product/ At the level of
Content Performance Understanding Question Performance Understanding Performance
Use appropriate language structure in
writing personal narratives.
Efficient
Effective
Write in expressive and imaginative
modes.
Efficient
Effective
Diverse
Perspective
Discriminate between positive and
negative values used in narratives.
Credible
Insightful
Plausible
Emphasize how narratives serve as
transmitter of culture and values.
Credible
Insightful
Plausible
Infer how the universal themes in
narratives are still prevalent in Afro-
Asian Culture.
Credible
Insightful
Plausible
7
Stage 1: Results/Outcomes Stage 2 : Assessment
Standard Essential Product/ At the level of
Perform
Content Performance Understanding Question Understanding Performance
ance
Empathy
Discover through narratives the links
between one’s life and the lives of
Afro-Asians.
Insightful
Perceptive
Open
Be open to value and respect for
diversity which are evident in
narratives.
Insightful
Perceptive
Open
Receptive
Self-knowledge
Recognize the effect of a literary piece
on one’s values system.
Self-aware
Meta cognitive
Reflective
Accept one’s strength and values as
underscored in a narrative.
Self-aware
Meta cognitive
Reflective
Relate reading to one’s experience to
clarify meaning.
Self-aware
Meta cognitive
Reflective
8
Stage 1: Results/Outcomes Stage 2 : Assessment
Standard Essential Product/ At the level of
Content Performance Understanding Question Performance Understanding Performance
Topic 2: Explanation
Show the importance of the Performance
The learner The learner Specific literary How do An insightful essence of literary devices assessment of an
demonstrates writes an devices underline, literary/narrative techniques and techniques in the insightful techniques
understanding of the insightful intensify, and devices essay which comprehension and essay based on the
effectiveness of techniques expand a story’s contribute to the focuses on creation of narratives. following criteria:
literary devices and essay which impact and overall theme of narrative styles accurate Focus/ content
styles used by the focuses on meaning. the story? and devices credible Organization
author in creating an narrative styles insightful Style
illusion of reality in and devices Language
order to communicate TECHNIQUES Support interpretation with mechanics
meaning. ESSAY - an essay facts and specific examples.
that presents how accurate
Language Focus: effective literary /
credible
Clarifying and narrative devices and
techniques are as coherent
describing persons, employed by the
ideas and situations author to Explain how meaning is
by using adjective communicate or to enhanced in a short story.
phrases convey the meaning
accurate
of the literary piece.
credible
insightful
9
Stage 1: Results/Outcomes Stage 2 : Assessment
Standard Essential Product/ At the level of
Content Performance Understanding Question Performance Understanding Performance
Gather facts that support
illusion of reality or “fantastic”
reality.
accurate
credible
coherent
Interpretation
Analyze the distinct qualities of
Afro-Asian narratives.
illustrative
insightful
meaningful
Evaluate the effectiveness of
narrative/literary devices/
techniques used by the author.
illustrative
insightful
meaningful
10
Stage 1: Results/Outcomes Stage 2 : Assessment
Standard Essential Product/ At the level of
Content Performance Understanding Question Performance Understanding Performance
Application
Recollect, talk and write
about the narrative/ literary
styles/techniques/ devices
used by the author.
adaptive
efficient
effective
Write personal reflections
about narrative/literary
devices used by the author.
adaptive
effective
efficient
Write creative, original and
analytical responses to a
narrative.
realistic
effective
Demonstrate a mature
command of the language.
fluent
effective
Use adjective phrases to
clarify intentions/
expressions.
effective
efficient
fluent
11
Stage 1: Results/Outcomes Stage 2 : Assessment
Standard Essential Product/ At the level of
Content Performance Understanding Question Performance Understanding Performance
Perspective
Generate important questions
about the narrative
techniques/devices used.
credible
insightful
plausible
Compare/contrast the
narrative/literary devices used
in the story read.
credible
insightful
plausible
12
Stage 1: Results/Outcomes Stage 2 : Assessment
Standard Essential Product/ At the level of
Content Performance Understanding Question Performance Understanding Performance
Topic 3 Explanation Performance
Generate important assessment of an
The learner The learner Interactive How does An interactive questions about the story interactive
demonstrates takes part in an storytelling interactive storytelling and answer them storytelling based
understanding interactive story provides stimulus storytelling comprehensively. on the following
of how to telling. to stretch one’s recreate accurate criteria:
convey and imagination, fosters meaning of an credible Focus/theme
recreate
creativity and experience? insightful Characters
enhances Development of
meaning of a language/oral Explain the recurring action
story communication themes in narratives. Problem/ conflict
communicated skills. accurate Voice
in various credible Delivery
ways also insightful Gestures/ body
from different movements
points of view. Show facts that support Props
“illusion” of reality or Language
“fantastic” reality in convention
narratives.
accurate
credible
insightful
13
Stage 1: Results/Outcomes Stage 2 : Assessment
Standard Essential Product/ At the level of
Content Performance Understanding Question Performance Understanding Performance
Interpretation
Illustrate how the meaning of
an experience is highlighted in
interactive storytelling.
illustrative
insightful
meaningful
significant
Critique/evaluate the
effectiveness of an interactive
storytelling.
insightful
meaningful
significant
Application
Take active/ meaningful
role/part in an interactive
storytelling.
fluent
efficient
effective
14
Stage 1: Results/Outcomes Stage 2 : Assessment
Standard Essential Product/ At the level of
Content Performance Understanding Question Performance Understanding Performance
Integrate interaction and
narrative.
adaptive
effective
innovative
15
Stage 1: Results/Outcomes Stage 2 : Assessment
Standard Essential Product/ At the level of
Content Performance Understanding Question Performance Understanding Performance
Refine presentation of significant
human experiences in an
interactive storytelling.
efficient
effective
diverse
Exhibit language and oral
proficiency in sharing
experiences.
effective
efficient
fluent
Retell a story from different
points of view.
adaptive
efficient
effective
fluent
Perspective
Compare traditions/ customs/
language and culture highlighted
in interactive storytelling.
credible
insightful
revealing
Recognize the universality of
literary themes across cultures.
16
Stage 1: Results/Outcomes Stage 2 : Assessment
Standard Essential Product/ At the level of
Content Performance Understanding Question Performance Understanding Performance
credible
insightful
plausible
Distinguish between fantasy and
realistic stories.
insightful
plausible
revealing
Critique oral/ written presentation
using agreed upon criteria.
insightful
plausible
revealing
Relate characters, events
situations to real life.
insightful
plausible
revealing
Empathy
Be open to the links between
one’s life to the lives of others
through narratives.
open
perceptive
receptive
Consider other styles of
presenting experiences in
interactive storytelling.
17
Stage 1: Results/Outcomes Stage 2 : Assessment
Standard Essential Product/ At the level of
Content Performance Understanding Question Performance Understanding Performance
open
receptive
insightful
Relate one’s experience to
others to find a common bond.
open
perceptive
insightful
State the effect of a story
listened to/shared orally on one’s
value system.
self-aware
meta cognitive
self-adjusting
Recognize one’s difficulties and
strengths in taking part in
interactive storytelling.
meta cognitive
self-aware
self-adjusting
reflective
Conduct self-evaluation by
reviewing one’s role/part in
interactive storytelling.
meta cognitive
self-adjusting
18
Stage 1: Results/Outcomes Stage 2 : Assessment
Standard Essential Product/ At the level of
Content Performance Understanding Question Performance Understanding Performance
Self-knowledge
State the effect of a story listened
to/shared orally on one’s value
system.
self-aware
meta cognitive
self-adjusting
Conduct self-evaluation by
reviewing one’s role/part in
interactive storytelling.
meta cognitive
self-adjusting
As of March 9, 2011
19
Quarter 2
DRAMA
2010 Secondary Education Curriculum
English II
Quarter 2 – DRAMA
STAGE 1: RESULTS/OUTCOMES STAGE 2: ASSESSMENT
Standard Essential Product/ At the level of
Content Performance Understanding Question Performance Understanding Performance
The learner demonstrates The learner Drama depicts the How does drama A playlet Explanation Performance
understanding of how Afro-Asian takes active part culture, tradition, depict the culture, presentation Explain the common Performance
drama reflects the culture, tradition, in staging a values, beliefs, and tradition, beliefs, based on an features, elements, assessment of an
values, and beliefs, norms of playlet based on practices, norms of practices, and original script. conventions of Afro-Asian enthralling playlet
behavior and significant events an original script. behavior of Afro- norms of behavior drama. based on the following
through artistic interpretation and Asian countries by of Afro- Asian Accurate criteria:
critical analysis of a playlet which artistic performances, countries? Explain Justified
promotes the appreciation of the said moving dialogs, by way of giving Credible Voice
genre and satisfies the audience’s realistic setting, examples or Demonstrate a clear Acting skills
craving for short dramatic authentic plot and situations. distinction among dominant Stage presence
performances. clear interp etation. themes and story lines Stage
contained in Afro Asian production
Language Focus: dramas. Conventions
Identifying and assessing Illuminating Mastery of lines
drama concepts by using Credible Technicalities
cause and effect connectors. Make a clear and Proteomics
Giving opinion on similarities interesting explanation
and differences in Afro-Asian about Afro- Asian people
dramas through the use of and their literary heritage.
single-word adverb. Reflective
Expressing specific ideas, Accurate
feelings and thoughts in Insightful
producing a dramatic Establish relationship
monologue using verbal between drama themes and
nouns. real life.
Using infinitives as nouns or Justified
adverbs in expressing Comprehensive
specific values and Insightful
experiences in preparation
for a playlet presentation.
1
Interpretation
Illustrate connections
among drama concepts that
draw meaningful
realizations between drama
text and reality.
Meaningful
Illustrative
Significant
Make meaning of the drama
from various Afro-Asian
countries that
reflect multi-cultural
diversity and varied literary
styles.
Meaningful
Insightful
Illuminating
Authentic
Application
Perform a playlet in
conformity with drama
conventions.
Criteria
Insightful
Credible
Revealing
Use creativity and ingenuity
in putting up the stage
design and ensure
functionality of equipment
needed in the playlet
production.
Efficient
Effective
2
Perspective
Analyze the structure,
elements, themes of Afro-
Asian drama.
Credible
Revealing
Accurate
insightful
Empathy
Assume role in a playlet
that links well or counter to
one’s character.
Convincing
Receptive
Self – Knowledge
Reflect on dominant themes
depicting way of life and
national aspirations
contained in Afro- Asian
drama.
Self-aware
Self-adjusting
Mature
Objective
Conduct self-evaluation by
reviewing how a playlet
depicts the culture, tradition,
norm of behavior, and way
of life of Afro-Asian people.
Mature
Reflective
Objective
Meta cognitive
3
2010 Secondary Education Curriculum
English II
QUARTER 2 - DRAMA
TOPIC 1: Elements, Features, and Themes of Afro-Asian Drama
STAGE 1: RESULTS/OUTCOMES STAGE 2: ASSESSMENT
Standard Essential Product/ At the level of
Content Performance Understanding Question Performance Understanding Performance
Topic 1 The learner The elements, How do the An impressive Explanation Performs an
The learner demonstrates interprets a play features, and elements, dramatic reading Identify the elements, impressive dramatic
understanding of the different through an themes of Afro- features, and of a play features, and themes of reading of a play
elements, features, and themes of impressive Asian drama themes of Afro- Afro-Asian drama. based on the
Afro-Asian dramas that provide dramatic reading. provide insights Asian drama Accurate following criteria:
insights in producing a dramatic into the characters’ help in Coherent Audibility
reading of a play. lives and their understanding Insightful Tone of voice
relationship with and appreciating Analyze how the elements, Phrasing
Language: the other this genre? features, and themes of Stress
characters. Afro- Asian drama provide patterns
The learner demonstrates understanding of the genre. Diction
understanding of the comparison Credible Pronunciation
and contrast connectors useful in Accurate Vocal variety
identifying and assessing the Insightful Pauses
elements, features, and themes of illuminating
Afro-Asian drama.
Interpretation
Make sense of the dialogs
used in Afro-Asian drama.
Persuasive
Meaningful
Significant
Illustrate authenticity of
context, and
characterization through
text revalidation.
Illustrative
Insightful
4
Significant
Application
Use proper intonation in
expressing variety of
feelings and traits in a
drama.
Accurate
Credible
Perceptive
Exhibit competencies in
using audible cues (pitch,
stress, diction, accent etc.)
in doing a dramatic reading.
Accurate
Insightful
Justified
Perspective
Compare and contrast
features, and themes of
various Afro-Asian
dramas.
Illustrative
Illuminating
Infer character traits through
the structure of dialog and
mode of delivery.
Credible
Insightful
Perceptive
Empathy
Relate drama themes in real
life experiences.
5
Significant
Meaningful
Authentic
Consider various individual
strategies in internalizing a
role for a dramatic reading.
Precise
Meaningful
Justified
Self-Knowledge
Reflect on the moods and
tones of characters.
Revealing
Insightful
6
2010 Secondary Education Curriculum
English II
QUARTER 2 – DRAMA
Topic 2: Concepts and Mechanics of Stage direction
STAGE 1: RESULTS/OUTCOMES STAGE 2: ASSESSMENT
Standard Essential Product/ At the level of
Content Performance Understanding Question Performance Understanding Performance
Topic 2 The learner Stage directions Why are stage A creative Explanation Performance assessment
The learner demonstrates produces a enhance directions stage plan/ Describe various of a creative stage design
understanding of the concepts and creative stage characterization, important in a design styles of designing based on the following
criteria:
mechanics of stage direction through plan/ design. setting, plot and play? a stage for Afro-
Organizational
the strategies and competencies to moods in a play. Asian plays.
Planning
be employed in making a stage plan. Accurate Thematic
What is a play Insightful accuracy
without stage Creative Color scheme
directions? Design a stage Craftsmanship
within the context Use of space
of culture and the Collaboration and
Language prescribed setting. teamwork
The learner demonstrates Credible
understanding of expressing Justified
opinions on similarities and Insightful
differences using single-word Illuminating
adverbs that enhance
Creative
characterization and setting of
moods.
Interpretation
Illustrate how stage
design helps
unravel
characterization,
setting, plot and
moods in a play.
Significant
Illuminating
Insightful
7
Application
Create a stage
design by applying
the appropriate
technical and
aesthetic skills.
Accurate
Revealing
Effective
Exhibit competency
in considering the
appropriate
materials and lights
in designing the
stage.
Accurate
Adaptive
Significant
Perspective
Analyze a stage
design in terms of
aesthetic quality
and authenticity of
culture.
Credible
Accurate
Insightful
Empathy
Consider various
ideas in putting up
a stage design of a
play.
Perceptive
8
Receptive
Insightful
Self-knowledge
Recognize the
distinctive style and
authenticity of
context reflected in
the stage plan.
Self-aware
Meta
cognitive
As of March 9, 2011
9
2010 Secondary Education Curriculum
English II
QUARTER 2 - DRAMA
Topic 3: Dramatic Conventions and Role Internalization
STAGE 1: RESULTS/OUTCOMES STAGE 2: ASSESSMENT
Standard Essential Product/ At the level of
Content Performance Understanding Question Performance Understanding Performance
Topic 3 The learner Dramatic conventions What is the A sterling Explanation Performance
The learner demonstrates presents a such as masks, importance of dramatic Prove that dramatic assessment of a
understanding of the essential sterling indigenous music, dramatic monologue conventions and role dramatic monologue
dramatic conventions and role dramatic chants, and conventions internalization are requisites based on the
internalizations in presenting a monologue. internalization drills and role to a dramatic monologue following criteria:
dramatic monologue. contribute to a sterling internalization presentation. Interpretation
performance of a in the Accurate Voice
dramatic monologue. presentation of Credible Projection
a dramatic Insightful Facial
monologue? Describe how various Expressions
dramatic conventions such Pronunciation
Language Focus: as masks, chants, Proxemics
The learner demonstrates indigenous music, and Stage
understanding of the use of authentic materials enliven deportment
verbal nouns in expressing the performance of a Dramatic
specific ideas, feelings, and dramatic monologue. conventions
thoughts in performing a Credible Diction
dramatic monologue. Illustrative
Adaptive
Explain how
characterization, plot
structure, and lines are
enhanced by dramatic
conventions.
Justified
Credible
Effective
10
Justify the appropriateness
of the author’s choice and
use of dramatic
conventions.
Accurate
Reliable
Insightful
illuminating
Interpretation
Evaluate concepts and
principles of different
dramatic conventions.
Credible
Coherent
Effective
Document various
conventions applied in Afro-
Asian drama.
Insightful
Realistic
Significant
Application
Produce insights from the
lines and roles of
characters.
Reflective
Justified
Credible
Perform the roles to be
played after the
internalization drills.
Credible
Significant
11
Moving
Exhibit own style in
delivering a dramatic
monologue.
Convincing
Insightful
Adaptive
Perspective
Infer character traits based
on the dialogs/lines.
Illuminating
Reflective
Credible
Empathy
Consider the dominant
feeling of a character
through a dramatic
monologue.
Accurate
Illustrative
Convincing
Relate with the message of
the play by revisiting lines
and plot structure.
Persuasive
Moving
Reflective
Self-Knowledge
Assess one’s performance
in a dramatic monologue.
Self-adjusting
Self aware
12
2010 Secondary Education Curriculum
English II
QUARTER 2 - DRAMA
TOPIC 4: THE AFRO-ASIAN PLAYLET
STAGE 1: RESULTS/OUTCOMES STAGE 2: ASSESSMENT
Standard Essential Product/ At the level of
Content Performance Understanding Question Performance Understanding Performance
Topic 4 The learners Drama reflects the How does Presentation Explanation Performance assessment
The learner demonstrates present an beliefs, values, drama reflect of an original Explain the significance of drama of an interesting playlet
understanding of drama original cultures, and events the beliefs, playlet. elements, features, and based on the following
that mirrors the values, playlet. in the lives of the values, and conventions in the light of a stage criteria:
beliefs, cultures and Afro-Asians through cultures of the performance. Acting
events of the Afro-Asians stage performances Afro-Asians? Accurate Delivery of lines
through careful analysis and aesthetic skills. Coherent Interpretation
and artistic presentation Why should insightful Stage Deportment
of a playlet. drama be Recognize various play production Conventions
staged? aspects that are needed in staging
a drama.
Language: Accurate
The learner demonstrates Coherent
understanding of the use Predictive
of verbals in expressing Discuss how a playlet
specific values and presentation depicts the authentic
experiences in experiences of the Afro-Asians.
preparation for a playlet Credible
presentation.
Justified
Insightful
Interpretation
Represent an enticing story line
through a playlet.
Illustrative
Insightful
Meaningful
13
Significant
Make meaning of a play
production based on the various
aspects to be considered.
Illustrative
Illuminating
Meaningful
Insightful
Watch and listen critically to a
playlet.
Insightful
Meaningful
Significant
Application
Participate and assume role
responsibly in a playlet.
Efficient
Fluent
Effective
Exhibit competencies in planning,
rehearsing, and presenting a
playlet.
Adaptive
Fluent
Effective
Use multimedia and technology in
the playlet presentation.
Adaptive
Diverse
Effective
Decide on matters like
technicalities and stage
performance to give life to the
playwright’s masterpiece.
Credible
14
Insightful
Plausible
Perspective
Analyze the development of
events in a playlet.
Credible
Insightful
Revealing
Criticize stage performance in the
light of the set criteria.
Insightful
Revealing
Credible
Empathy
Relate with the characters’
sentiments as events gradually
unfold in the playlet presentation.
Insightful
Perceptive
open
Compare the customs, traditions,
beliefs and culture of Afro-Asian
people based on the playlet
presentation.
Insightful
Receptive
Perceptive
Self-knowledge
Conduct self-evaluation by
reviewing the playlet presented.
Meta cognitive
Mature
Reflective
Self-adjusting
As of March 9, 2011
15
Quarter 3
POETRY
2010 Secondary Education Curriculum
English II
Quarter 3: POETRY
1
Explain how literary
techniques
help in bringing out
the beauty and
essence of the poem.
insightful
illuminating
justified
Synthesize
production
elements that
contribute to
the development
and effectiveness
of writing a haiku.
accurate
insightful
illuminating
Show appreciation of
the significant human
experiences
highlighted in haiku,
hokku,.tanka and
other.Afro-Asian
and Filipino poems.
credible
insightful
illuminating
Interpretation
Analyze the distinct
qualities of a haiku,
hokku, and tanka
insightful
2
meaningful
significant
Evaluate the
common features of
Afro-Asian and
Filipino poems.
illustrative
insightful
meaningful
significant
Read, comprehend,
discuss and interpret
Afro-Asian poems
highlighting their
culture, beliefs and
societies.
illustrative
insightful
meaningful
significant
Make sense of a
haiku through using
3
appropriate media
and technological
aids.
illustrative
meaningful
illuminating
Application
Write a haiku.
adaptive
effective
efficient
fluent
Use appropriate
gerunds highlighting
feelings, thoughts,
actions.and
observations in life .
adaptive
effective
efficient
fluent
Refine presentation
of significant human
experiences in
poems.
4
adaptive
effective
efficient
diverse
Demonstrate a
mature command of
the language
with freshness of
expressions and
varied structures.
effective
efficient
fluent
Use imperatives
effectively
in written and oral
communication.
effective
efficient
fluent
5
knowledge, meaning
and communication.
adaptive
effective
efficient
fluent
Collect , write and
talk about significant
experiences
communicated in an
Afro- Asian poem
through a Cultural
Report.
adaptive
effective
efficient
fluent
Stimulate oral
appreciation of a
haiku /hokko / tanka.
effective
efficient
fluent
realistic
Perspective
Compare Afro-Asian
language, oral
traditions and poems
that reflect their
customs, culture and
societies.
credible
insightful
revealing
6
Understand how to
respond critically to
an Afro-Asian poem.
critical in
analytical
sense
insightful
plausible
Analyze the
effectiveness of
complex elements of
an Afro- Asian poem.
critical in
analytical
sense
insightful
plausible
Examine a haiku
from several critical
perspectives.
critical in
analytical
sense
insightful
plausible
7
revealing
Compare and
contrast
different culture and
traditions as reflected
in Afro-Asian and
Filipino poems.
credible
insightful
plausible
revealing
Infer the emotional
appeal of the poem
read.
Credible
Insightful
Plausible
Empathy
Evaluate own and
others’ style for
organizing, preparing
and presenting a
very unique haiku.
insightful
open
perceptive
receptive
8
insightful
open
perceptive
receptive
Connect information
and experiences in
text to life and life to
text experiences.
open
insightful
perceptive
receptive
9
insightful
open
perceptive
Self-knowledge
Recognize one’s
knowledge, strengths
and values as
effect of one’s
understanding and
appreciation of a
haiku and other
contemporary
Afro-Asian poem
read.
self- adjusting
self-aware
meta
cognitive
reflective
10
Quarter 3: POETRY
Topic 1 Explanation
The learner demonstrates The learner presents The nature, How can A Cultural Discuss the nature, Performance
understanding of the a cultural report that special qualities Afro- Asian Report special features and assessment of
nature, features, and shows the differences features, and poetry be elements of A Cultural
elements of Afro-Asian between Afro-Asian elements of distinguished Afro-Asian poetry. Report based
poetry to distinguish poetry and that of Afro-Asian from the accurate on the following
them from the poetry of other cultures. poetry work poetry of CULTURAL REPORT -
insightful criteria:
an audio –visual report on
other cultures. together to set other
how people from different justified Focus/
it apart from the cultures? cultures can unite / share Highlight the factors that Content
poetry of other things in common as shaped Afro-Asian Accuracy
cultures. highlighted or played up in poetry. Organization
How different literary pieces.
accurate Visuals
or similar is - presents how Afro-Asian insightful Relevance
Afro-Asian poems highlight their customs, illuminating Delivery
Language Focus: poetry to tradition, beliefs, attitudes and
Express emotional Appeal/
societies.
Using correct imperatives poetry of reaction to what was Impact
in giving emphasis to one’s other cultures? presented in the Voice
feelings, actions, thoughts poem.
and observations credible
insightful
illuminating
Describe the relationships
among the elements of a
poem.
insightful
illuminating
justified
11
Explain how literary
techniques help in
bringing out the
beauty and essence
of the poem.
insightful
illuminating
justified
Interpretation
Analyze the distinct
qualities of Afro-Asian
poetry.
illustrative
insightful
meaningful
significant
12
Evaluate the common
features of Afro-Asian
and Filipino poems.
illustrative
insightful
meaningful
significant
Read, comprehend,
discuss and interpret
Afro-Asian poems
highlighting their culture,
beliefs and societies.
illustrative
insightful
meaningful
significant
Make sense of a Cultural
Report using appropriate
media and technological
aids.
illustrative
meaningful
illuminating
13
Application
Present a Cultural Report
on what shaped a
specific Afro- Asian
poem.
adaptive
effective
efficient
fluent
Use appropriate
imperatives in highlighting
feelings, thoughts,
actions and observations.
adaptive
effective
efficient
fluent
Refine presentation of
significant human
experiences in poems.
adaptive
effective
efficient
diverse
14
Demonstrate a mature
command of the
language
with freshness of
expressions
and varied structures.
effective
efficient
fluent
Use imperatives
effectively in written and
oral communication.
effective
efficient
fluent
15
Collect , write and talk
about significant
experiences
communicated in an Afro-
Asian poem through a
Cultural Report.
adaptive
effective
efficient
fluent
Stimulate oral production
in a Cultural Report of an
Afro- Asian poem.
effective
efficient
fluent
realistic
Perspective
Compare Afro-Asian
language, oral
traditions and poems that
reflect their customs,
culture and societies.
credible
insightful
revealing
Understand how to
respond critically to an
Afro-Asian poem.
critical in
analytical
sense
insightful
plausible
Analyze the effectiveness
of complex elements of
an Afro- Asian poem.
16
critical in
analytical
sense
insightful
plausible
17
appeal of the poem read.
Credible
Insightful
Plausible
Empathy
Evaluate own and others’
delivery of Cultural
Reports.
insightful
open
perceptive
receptive
18
open
receptive
receptive
tactful
Be open to the links
between one’s life and
that of others throughout
the world as reflected in
Afro-Asian poems.
open
receptive
perceptive
Show value and respect
for others and diversity
as evident in Afro-Asian
and Filipino
poetry.
insightful
open
perceptive
Self-knowledge
Recognize one’s
knowledge, strengths and
values as effect
of one’s understanding
and appreciation of Afro-
Asian poem read.
self- adjusting
self-aware
meta cognitive
reflective
State the effect of a poem
in one’s value system.
self-adjusting
meta cognitive
mature
19
wise
Use self- correction
strategies for writing and
speaking.
self-adjusting
meta cognitive
mature
wise
20
2010 Secondary Education Curriculum
English II
Quarter 3: POETRY
21
predictive
Synthesize figurative
language used.
accurate
credible
illuminating
Interpretation
Interpret Afro-Asian
poems through using
illustrations.
illustrative
insightful
meaningful
22
meaningful
23
illuminating
Application
Produce a well-prepared,
creative and imaginative
Choral Interpretation of an
Afro-Asian poem.
Effective
Efficient
Fluent
Perspective
Compare Afro-Asian
language, oral
traditions and poems that
reflect their customs,
culture and societies.
credible
insightful
24
revealing
Understand how to
respond critically to an
Afro-Asian poem.
critical in
analytical sense
insightful
plausible
Analyze the effectiveness of
complex elements of an
Afro-Asian poem.
critical in
analytical sense
insightful
plausible
25
Empathy
Understand how and why
people react differently to
poems based on their
background knowledge,
purpose and point
of view.
insightful
open
perceptive
receptive
26
perceptive
27
Quarter 3: POETRY
Synthesize production
elements that contribute to
28
the development and
effectiveness
of writing a haiku
accurate
insightful
illuminating
Interpretation
Analyze the distinct qualities
of a haiku hokku, and tanka
insightful
meaningful
significant
29
significant
Application
Write a haiku.
adaptive
effective
efficient
fluent
Refine presentation of
significant human
30
experiences in poems.
adaptive
effective
efficient
diverse
Demonstrate a mature
command of the
language with freshness
of expressions and varied
structures.
effective
efficient
fluent
Stimulate oral
appreciation
of a haiku /hokko / tanka
31
effective
efficient
fluent
realistic
Perspective
Compare Afro Asian
language, oral
traditions and poems that
reflect their customs, culture
and societies.
credible
insightful
revealing
32
poem from different
perspectives.
credible
insightful
plausible
revealing
Empathy
Evaluate own and others’
style for organizing,
preparing and presenting a
very unique
haiku.
insightful
open
perceptive
receptive
33
open
perceptive
receptive
Self-knowledge
Recognize one’s
34
knowledge, strengths and
values as effect of one’s
understanding and
appreciation of a haiku and
other Afro-Asian poem read.
self- adjusting
self-aware
meta cognitive
reflective
35
Quarter 4
ESSAY
2010 Secondary Education Curriculum
English II
Quarter 4 - ESSAY
STAGE 1: Results/Outcomes STAGE2: Assessment
Standard Essential Product/ At the level of
Content Performance Understanding Question Performance Understanding Performance
The learner demonstrates The learner A powerful How does a A powerful Explanation Performance
understanding of how a produces a description plays a powerful descriptive Explain the basic features of a assessment of a
sterling description powerful significant role in description essay descriptive essay. powerful descriptive
necessitates the use of descriptive essay. composition writing enhance the Accurate essay based on the
vibrant, colorful, sensory, by taking into writing of a DESCRIPTIVE
ESSAY -a special
Justified following criteria:
figurative and picture consideration the composition? kind of essay that Credible Focus/idea
making words to portray use of clearer creates a vivid, Demonstrate a clear Structure
colorful, moving and
specific and clear images words, more lively picture of a perception of writing a Organization
of people, places, and convincing writing subject-in-focus descriptive essay. Tone
objects or ideas; likewise, style, and by using (object, animal, plant,
place, person, figures
Illuminating Language
to create a strong mood in concepts which are of speech, symbolism Credible Mechanics
writing. easier to are used to bring Authentic
understand. images into life.
Make a clear and interesting
Language: explanation on the elements of
The learner demonstrates Descriptive words What is a a descriptive essay.
understanding of and sensory composition Reflective
participles, figurative images bring life to without
Accurate
language, idioms and a given words?
Insightful
correct positions of composition.
Demonstrate understanding of
adjectives to enhance What are
the steps in writing a
descriptive writing. words without
descriptive essay.
sensory
Forms: images? Justified
*Correct positions of Comprehensive
adjectives Insightful
*participles (generic and
phrasal) Interpretation
*figurative language Make sense of the parts of a
1
2010 Secondary Education Curriculum
English II
Quarter 4 - ESSAY
descriptive essay.
Functions: Meaningful
*Describing vividly items Illustrative
like objects, ideas, Significant
thoughts, feelings etc. Make meaning of the
*presenting clear organizational patterns that
descriptions enrich a descriptive essay.
*using sensory- based Meaningful
picture forming words Insightful
*using special expressions Illuminating
to clarify and specify Authentic
actions, intention and
ideas. Application
Exhibit knowledge in writing a
descriptive essay.
Insightful
Credible
Revealing
Persuasive
Use the correct forms,
functions and positions of
adjectives in writing a
descriptive essay.
Efficient
Effective
Integrate technology in the
presentation.
Perspective
Analyze the patterns of
organization and
2
2010 Secondary Education Curriculum
English II
Quarter 4 - ESSAY
appropriateness of words used
in a descriptive essay.
Credible
Revealing
Accurate
Insightful
Empathy
Consider others’ point of view
in writing a description.
Convincing
Receptive
Challenging
Insightful
Self – Knowledge
Reflect on the significance of
sensory words and figurative
language in writing a
descriptive essay
Self-aware
Self-adjusting
Mature
Objective
Conduct self-evaluation by
reviewing how a powerful
descriptive essay creates clear
images of the subject being
discussed.
Mature
Reflective
Objective
Meta cognitive
3
2010 Secondary Education Curriculum
English II
Quarter 4 - ESSAY
Topic 1: Description of an Object
STAGE 1: RESULTS/OUTCOMES STAGE 2: ASSESSMENT
Standard Essential Product/ At the level of
Content Performance Understanding Question Performance Understanding Performance
Topic 1 The learner Creating sensory How can a A clear description Explanation Performance
The learner writes a clear image that makes one description of an of an object Explain the basic principles assessment of a clear
demonstrates description of an not only see the object become of paragraph development. description of an
understanding of how a object. object but also smell, interesting? Accurate object based on the
straight forward hear, taste and feel it Coherent following criteria:
description consisting by using sensory and How can the use Insightful Focus/ideas
of sensory and specific specific words truly of descriptive Demonstrate knowledge of Structure
words as well as clear makes a description words help in the different kinds of Organization
descriptive details all of interesting. bringing to life a descriptive paragraph. Style
which help in creating specific subject? Accurate Tone
a dominant impression The learner Coherent Language
about the nature of the demonstrates Predictive Mechanics
objects. understanding of how Discuss how the use of
a sterling description descriptive words can help in
Language Focus: necessitates the use bringing to life a specific
of vibrant, colorful, subject.
Correct positions/order sensory, figurative
of adjectives in a series Credible
and picture making
Justified
words to portray
Insightful
specific and clear
images of people,
Interpretation
places, and objects or
Make sense of an object
ideas; likewise, to
through the use of vivid
create a strong mood
descriptive details.
in writing.
Illustrative
Insightful
4
2010 Secondary Education Curriculum
English II
Quarter 4 - ESSAY
Meaningful
Significant
Make meaning of a
descriptive paragraph
through the use of specific,
sensory words.
Illustrative
Illuminating
Meaningful
Insightful
Application
Produce an interesting
description of an object.
Efficient
Fluent
Effective
Use clear sensory details
that create vivid images.
Adaptive
Fluent
Effective
Exhibit competence in
following the order of
adjectives in a series.
Illustrative
Meaningful
Significant
Perspective
Analyze the quality of the
5
2010 Secondary Education Curriculum
English II
Quarter 4 - ESSAY
object presented based on
the descriptive details.
Credible
Insightful
Revealing
Compare and contrast
objects having their
descriptions as bases.
Credible
Insightful
Revealing
Empathy
Consider others’
suggestions on the use of
descriptive words in a
paragraph.
Perceptive
Insightful
Open
Receptive
Imagine somebody else’s
description of an object
based on the use of clear
and exact words.
Insightful
Perceptive
Open
Self-knowledge
Reflect on the accuracy of
6
2010 Secondary Education Curriculum
English II
Quarter 4 - ESSAY
descriptive details presented
in a composition.
Meta cognitive
Mature
Reflective
Self-adjusting
Conduct self-evaluation of
the content, style, and
language considered in the
description of an object.
Mature
Mata cognitive
Self-adjusting
7
2010 Secondary Education Curriculum
English II
Quarter 4 - ESSAY
Topic 2: Description of a Place
STAGE 1: RESULTS/OUTCOMES STAGE 2: ASSESSMENT
Standard Essential Product/ At the level of
Content Performance Understanding Question Performance Understanding Performance
The learner demonstrates The learner writes A significant over- What constitutes An impressive Explanation Performance
understanding on writing and presents an all impression of an an impressive description of a Explain the conventions assessment on a
an impressive description impressive essay image description of a place in writing a description of description of place
of a place calls for describing a strengthened by place? Explain. a place. based on the
choosing the right words place. the communication Accurate following criteria:
and using logical, well of the feeling or How does an over- Coherent Focus/ideas
organized picture which mood transported all impression of an insightful Structure
conveys the mood , or through a image allow one to Recognize the use of Organization
visions, reinforcing a meaningful pattern visit an imaginary colorful and moving Style
realistic experience allows one to visit fantastic place? descriptive words in Language
an imaginary and describing a place. Mechanics
fantastic place. Accurate
Language Focus: Coherent
*Use of Participles in Predictive
describing place Discuss how word choice
and writing style help
enhance descriptive
details.
Credible
Justified
Insightful
Interpretation
Construct a well written
discourse highlighting
8
2010 Secondary Education Curriculum
English II
Quarter 4 - ESSAY
description of a place.
Illustrative
Insightful
Meaningful
Significant
Make meaning of a
place’s description by
merit of descriptive
details and sensory
images.
Illustrative
Illuminating
Meaningful
Insightful
Application
Use participles correctly
in describing a place.
Efficient
Fluent
Effective
Produce an impressive
description of a place
after taking into
consideration the validity
of facts and accuracy of
information.
Credible
Insightful
Plausible
Perspective
Analyze the richness of
9
2010 Secondary Education Curriculum
English II
Quarter 4 - ESSAY
information contained in a
paragraph describing a
place.
Credible
Insightful
Plausible
Revealing
Empathy
Evaluate own and others’
descriptions of places
using a set of rubrics.
Insightful
Perceptive
Open
Receptive
Be open to feedback on
the quality of description
produced.
Insightful
Perceptive
Open
Self-knowledge
Reflect on the quality of
the written description of
a place.
Mature
Reflective
Meta cognitive
Self-adjusting
10
2010 Secondary Education Curriculum
English II
Quarter 4 - ESSAY
Topic 3: A Character Portrait
STAGE 1: RESULTS/OUTCOMES STAGE 2: ASSESSMENT
Standard Essential Product/ At the level of
Content Performance Understanding Question Performance Understanding Performance
The learner demonstrates The learner Picturing out a character How is a A striking Explanation Performance
understanding of produces and as a ”unique” and distinct striking character Explain the requisites as well as assessment of a
bringing an imaginary presents a striking individual who is vibrant character portrait the standard in writing a character portrait
character come into life character portrait and alive on the page is portrait character portrait. based on the
vividly and realistically bolstered by descriptive written? following criteria:
means accentuating details, picture-making Accurate
descriptive details of and sensory words. How do Coherent Focus/ideas
appearance, movement, descriptive insightful Structure
and personality of a details and Recognize the use of colorful Organization
character in focus picture making and moving descriptive words Style
through precise, vivid, and sensory in describing a literary or Language
colorful, sensory, picture- words help the imaginary character. Mechanics
making and figurative yet learner
specific language. present a Accurate
striking Coherent
Language Focus: character Predictive
Adjective clauses portrait? Discuss how word choice and
writing style help enhance
descriptive details.
Credible
Justified
Insightful
Interpretation
Construct a well written
discourse highlighting a
11
2010 Secondary Education Curriculum
English II
Quarter 4 - ESSAY
character’s description.
Illustrative
Insightful
Meaningful
Significant
Derive meaning of a character’s
description by merit of
descriptive details and sensory
images.
Illustrative
Illuminating
Meaningful
Insightful
Application
Use effective adjective clauses
in describing a character.
Efficient
Fluent
Effective
Produce an impressive
character portrait by taking in
consideration the validity of
facts and accuracy of
information.
Credible
Insightful
Plausible
12
2010 Secondary Education Curriculum
English II
Quarter 4 - ESSAY
Perspective
Analyze the richness of
information contained in a
paragraph describing a literary
or imaginary character.
Credible
Insightful
Plausible
Revealing
Empathy
Evaluate own and others’
character portraits using a set
of rubrics.
Insightful
Perceptive
Open
Receptive
Be open to feedback on the
quality of description produced.
Insightful
Perceptive
Open
Self-knowledge
Reflect on the quality of the
character portrait produced.
Mature
Reflective
Meta cognitive
Self-adjusting
13
2010 Secondary Education Curriculum
English II
Quarter 4 - ESSAY
Topic 4: The Descriptive Essay
STAGE 1: RESULTS/OUTCOMES STAGE 2: ASSESSMENT
Standard Essential Product/ At the level of
Content Performance Understanding Question Performance Understanding Performance
The learner demonstrates The learner Creating specific images What embodies a A powerful Explanation Performance
understanding of descriptive writes a of a person, place or powerful descriptive Explain the requisites as well assessment of a
writing to show what and how powerful object with words that descriptive essay? essay as the standard in writing a powerful essay based
a person, a place, an object, descriptive appeal to the senses Explain. descriptive essay. on the following
or an idea looks like through essay. makes up an impressive DESCRIPTIVE Accurate criteria:
ESSAY -a special
the use of picture making and descriptive essay. How do words kind of essay that Coherent Focus/ideas
sensory words. that appeal to the creates a vivid, Insightful Structure
colorful, moving and
senses make up lively picture of a Recognize the use of Organization
Language Focus: an impressive subject-in-focus figurative language and Style
Figurative language and descriptive essay? (object, animal, idioms in writing a Tone
plant, place,
special expressions like idioms person), figures of descriptive essay. Language
speech, symbolism Accurate Mechanics
are used to bring
images into life. Coherent
Predictive
Discuss how word choice
and writing style help
enhance descriptive details.
Credible
Justified
Insightful
Interpretation
Construct a well written
descriptive essay.
Illustrative
Insightful
14
2010 Secondary Education Curriculum
English II
Quarter 4 - ESSAY
Meaningful
Significant
Derive meaning of a
composition by merit of
descriptive details and
sensory images.
Illustrative
Illuminating
Meaningful
Insightful
Application
Use correct figurative
language and idioms in a
descriptive essay.
Efficient
Fluent
Effective
Produce an impressive
descriptive essay by taking
in consideration the validity
of facts and accuracy of
information.
Credible
Insightful
Plausible
Perspective
Analyze the richness of
information contained in an
essay based on the richness
of details.
Credible
15
2010 Secondary Education Curriculum
English II
Quarter 4 - ESSAY
Insightful
Plausible
Revealing
Empathy
Evaluate own and others’
descriptive essays using a
set of rubrics.
Insightful
Perceptive
Open
Receptive
Be open to feedback on the
quality of description
produced.
Insightful
Perceptive
Open
Self-knowledge
Reflect on the quality of the
descriptive essay.
Mature
Reflective
Meta cognitive
Self-adjusting
As of March 9, 2011
16
ANNEX A
The Monitoring and Evaluation of the Implementation of the 2002 Secondary Education Curriculum: Findings and
Recommendations
The Bureau of Secondary Education was tasked by the Department of Education to monitor and evaluate the implementation
of the new curriculum in secondary schools of the country.
Accordingly, the Bureau conducted case studies of twenty secondary schools, grouped as follows:
The purpose of the multiple case studies is not to produce an objective body of knowledge that can be generalized to all
schools in the country, but to build collaboratively constructed descriptions and interpretations of practices, that enable supervisors,
school heads, department heads, supervisors and teachers, to formulate acceptable ways of implementing the BEC, and to solve
implementation problems that emerge.
The case studies recognize that the school is a learning community where people continuously plan, observe, review and
reflect on what they do in order to achieve shared goals and aspirations.
The first monitoring and evaluation of the BEC implementation was conducted in September 2002, the second in October 2003,
and the latest in September 2004.
The findings from the case studies were based primarily on qualitative data. To verify their reliability, the findings were
compared with those obtained from quantitative data. No marked difference in both findings was observed.
The following are the themes and patterns of school practices that emerged from the implementation of the BEC.
School heads, department heads, and teachers fully agree with the BEC that the desired learner/graduate should be
functionally literate, a creative and critical thinker, an independent problem solver and a work-oriented lifelong learner
who is MakaDiyos, Makabayan, Makatao and Makakalikasan.
However, except in some Science high schools, there are gross inconsistencies between the kind of learner/graduate
that the schools desire to produce and the strategies they employ. For example, instruction is still predominantly
authoritative and textbook-based; learning is usually recipient and reproductive; supervision is commonly prescriptive and
directive; and assessment is focused more on judging rather than improving performance.
Moreover, while teachers believe in the importance of contextualizing or localizing the curriculum, yet many of them
derive lessons more from course syllabi, textbooks, and competency lists rather than from the learners’ felt needs. While
they believe in the full development of the learners’ potentials, yet lessons that they provide do not adequately address the
differing needs and capabilities of the students.
Recommendations:
In schools where the inconsistencies exist, the following actions may be taken:
The school head should organize a committee to identify and describe the curricular, instructional, supervisory,
assessment, and managerial practices that do not contribute to the development of the desired learner/graduate. Focus
group conversations may be conducted to clarify the school and non-school factors that reinforce the questionable practices
and to develop and implement action programs to remove the inconsistencies. There should be a school assurance team to
coordinate, monitor, and evaluate the implementation of the action program. The removal of the inconsistencies should be
among the primary goals of the school improvement plan and the focus of instructional supervision.
2. Teachers want to know more about integrated teaching.
Across all school types, teachers have a positive attitude toward the integrative, interactive, brain-based approaches
endorsed in the BEC. However, teachers do not feel confident to use the approaches because of their limited knowledge to
operationalize them in terms of lesson planning; instructional materials development; and subject matter organization,
presentation, and evaluation.
Some of the school heads and teachers who returned from the BEC training seriously conducted school-based training.
They reproduced and distributed BEC materials and coached teachers how to use them. Some, however, merely echoed
what they learned; thus there are still many teachers who do not have enough knowledge about the key concepts and
approaches in the BEC.
Teachers do not just need ready-made daily or weekly lesson plans. They want full understanding of integrated
teaching, i.e., its basic concepts, underlying assumptions, operational principles and approaches.
Recommendations:
School heads should capitalize and reinforce the positive attitude of the teachers toward the BEC, particularly its
instructional approaches. They should increase the teachers’ capability and confidence in using the approaches by
providing the competencies they need. A needs assessment managed by teachers themselves should be conducted to
identify gaps between actual and expected competencies.
A benchmarking study may be conducted to close the gap. The study can start with internal benchmarking of
successful practices by department or year level, and later expand to external benchmarking of successful practices of other
schools.
A handbook which explains the nature of integrated teaching, i.e., its underlying assumptions, principles, operational
definition of terms, practical methods and approaches and examples of long and short range plans, can help remove
discrepancies between process and output. Schools are also encouraged to prepare leaflets and flyers on the integrative
approaches.
“Learning as a construction process and the learner as a constructor of meaning” is among the basic concepts of the
BEC. The concept underlies the integrated approaches endorsed in the BEC. Although the concept was unfamiliar to many
teachers, yet its operationalization was observable in some classes in Mathematics, Science, and Araling Panlipunan where
problem-solving, inquiry or discovery approaches were being used.
Application of the concept, however, was very limited. School documents like the yearly reports, school development
and improvement plans, instructional and remedial programs, lesson plans, course syllabi, and teachers’ reports made little
mention of how the concept was being applied to the teaching-learning process.
Recommendations:
The school head should develop a consensual understanding of “constructivist learning” among his teachers. This can
be done through focus group conversations (FGC) by year level or by department. The conversations shall be facilitated
preferably, by the school head, with division supervisors or nearby university professors as resource persons and
consultants. The conversations should be backed up by extensive references on constructivist or integrative learning.
The FGC shall be followed through by activities on the practical application of the theory; i.e., lesson planning,
demonstrations, field tests of approaches, team teaching, etc.
The outputs of the FGC can be additional inputs into the school’s BEC Handbook. The Handbook should be revisited
regularly to keep it self-correcting and self-renewing.
4. Students are having difficulties using English as learning medium.
School heads and teachers recognize the difficulties that students face in learning English as a language and at the same
time using it as a medium of learning. As such they have resorted to various ways of increasing the English proficiency of
the students like holding essay contests, English campaigns, public speaking competitions and the like. The problem,
however, has remained unabated.
In English medium classes, both teachers and students usually shift to the local language to ensure that they understand
each other. The fall-back language is usually Taglish, which students in non-Tagalog provinces are ill at ease.
BEC advocates the development of creative, critical thinkers and problem solvers. Teachers find this difficult to
achieve in English medium classes where students have poor oral, aural, reading, and writing skills. In these classes,
teachers are prone to resort to simple recall, recognition and leading questions and to minimize questions that demand
complex reasoning, explanations, elaborations, analysis, synthesis and evaluation, which students find frustrating and even
exasperating.
Recommendations:
Schools should consider developing and testing the effectiveness of the following measures in increasing students’
English proficiency:
Voluntary participation in English remedial sessions facilitated by volunteer students. Facilitators are selected
on the basis of their English proficiency and are given special training on how to facilitate group learning. A
system of incentives is provided to both walk-in students and volunteer facilitators.
Proficient English students from higher levels, mentoring students from the lower levels. The participation in
the project of both mentors and learners is voluntary but the school provides an incentive system to support the
project.
Holding regular English writing and impromptu speaking contests using criterion-referenced evaluation. To
encourage wide participation, multiple winners, not only the best, are proclaimed. At the end of the semester, the
classes with the biggest number of winners are given citations.
Using the results of achievement tests for the previous years, the school conducts frequency and error
analysis of English competencies that students failed to master. Remedial measures are instituted and
continuously evaluated for their effectiveness in producing the desired change in achievement.
5. Several factors constrain teachers from playing their role as facilitators of the learning process.
Teachers are open to new opportunities and possibilities offered by the BEC to accelerate learning. They are fully
aware of the limitations of the traditional expository methods in facilitating the full development of the students’ potentials
and are willing to learn how to be more effective facilitators of the integrative learning process.
From the field data, however, emerged several factors that inhibit the teachers from playing the facilitator’s role
effectively: namely, students’ English deficiency that hinders critical discussion; overcrowded classes that restrict
interactive learning; insufficient supply of textbooks that predisposes teachers to lecture; prescriptive supervision that
constricts teacher creativity and initiative; and an examination system that encourages authoritative teaching. Confronted
with these constraints teachers tend to fall back on traditional expository modes like lecturing, question-and-answer,
dictation exercises, and practice tests.
Recommendations:
Use “best practices” approach by benchmarking classes, which, despite constraints of overcrowding, a foreign learning
medium, insufficient textbooks, and supervisory and assessment restrictions, still continue to be facilitative rather than
directive or prescriptive in teaching.
6. Promising alternative supervisory approaches are emerging.
Several promising supervisory approaches are emerging. One of these is collaborative supervision whereby groups of
two or more teachers help one another to improve their teaching practices as well as discover better ways of teaching.
They identify and address common instructional problems, share experiences and resources, and monitor and evaluate their
progress.
Another emerging approach is self-directed supervision, which is common among experienced and highly-motivated
teachers. In this practice each teacher assumes full responsibility for improving his instructional practices and promoting
his professional growth.
In both above-mentioned approaches the school head participates mainly as consultant, adviser, resource linker or
provider, reinforcer and facilitator. These supervisory approaches however, are not widespread.
Mentoring is also emerging as an alternative supervisory approach although it is still in a tentative and inchoate state.
There are schools, however, that are already talking about putting up a mentors’ pool for the professional and career
development of their teachers.
The most common supervisory practice is the conventional type whereby the supervisor observes a class as an expert or
authority and makes on-the-spot recommendations which the teacher is expected to implement. Teachers find the practice
threatening and disempowering. It stifles initiatives and creativity, lowers self-esteem, and encourages conformity but not
commitment. In many cases the school head delegates the supervisory function to department heads, who, teachers claim
tend to inspect and evaluate rather than improve performance.
A common but unpopular practice is the laissez faire type, whereby school heads, assuming that teachers know best
being major in their subjects, give teachers the freedom to select teaching methods. Many of these school heads do not
observe classes.
Recommendations:
With the continuing increase in supervisor-teacher ratio it would not be practical anymore to depend on the traditional
supervisory approach to improve teachers’ performance.
The school head should avoid copying these alternative modes, but rather benchmark them in order to adapt the
practices to the needs and conditions of his school. The institutionalization of the best supervisory practices should be an
important strategic goal in the School Development Plan.
Supervisors as instructional leaders should not only limit their functions to giving direct instructional assistance,
curriculum development, and staff development. Educational impact cannot be produced by teachers working individually
but by teachers working collaboratively toward shared goals. Therefore, teachers’ group development for collective action
should also be part of the supervisor’s responsibility.
So that teachers would not be slavishly dependent upon foreign ideas and methods, supervisors should help them
become knowledge workers by training them in classroom-based action research. This type of research is collaborative,
user-friendly, nonstatistical and naturalistic. Public school teachers are using many innovative teaching methods and
materials which do not become part of our educational heritage because they are not systematically developed and properly
documented. There is a need for supervisors to train teachers how to test their methods as they teach. This is classroom-
based action research, a practical technique for developing and confirming best practices.
7. Teachers need more knowledge and skills to operationalize Makabayan as a “Laboratory of Life”.
School heads and teachers find the “laboratory of life” concept of Makabayan novel and quite interesting and have
come up with some imaginative schemes to implement the concept. Among these are the 8-2 plan (8 weeks of the grading
period for teaching the four learning areas separately and 2 weeks for the integrated culminating activities), the planned or
deliberate integration (a weekly lesson plan carries two or three related objectives from the other learning areas) and
incidental integration (related content and skills from other disciplines are taken up as they crop up during the development
of the lesson).
Teachers, however, find the integration of the four Makabayan learning areas difficult to plan, implement, monitor and
evaluate for several reasons: (1) lack of a common vacant period for planning the integration, (2) limited knowledge of the
interdisciplinary, interactive methods, and (3) lack of readily available teacher-friendly expert assistance.
Moreover, the anxiety of not being able to cover the units expected for a grading period and the threat of division
achievement tests that are text-book based, predispose teachers to separate-subject teaching.
There are also teachers who are lukewarm toward integration because they believe that integrating other subjects would
reduce the time to teach the competencies prescribed for their own subject. Since their efficiency is assessed more by their
students’ performance in division tests than by how well they have integrated their subject with other subjects, their
tendency is to give less attention to integration.
Recommendations:
School heads should conduct consultative or brainstorming sessions with their staff to resolve problems and issues
related to the implementation of “Makabayan as laboratory of life.”
The four Makabayan learning areas have to be scheduled in such a way that the teachers will have time to meet and
plan integrated lessons.
Schools superintendents should also consider putting up pilot or experimental schools for the teaching of Makabayan to
lessen the trial-and-error practices which confuse teachers.
8. Teachers are divided on how to teach values.
Two patterns of thought emerged from the field data. One favors the integration of values education in all the subjects
and not teaching it as a separate subject. It recommends that the time allotted to values education in the present curriculum
should be used instead to increase the time allotment for TLE and AP.
The other pattern favors the teaching of values education as a separate subject for the reason that effective teaching of
values involves going through the valuing process of clarifying, analyzing and choosing in relation to decisions and actions,
which cannot be adequately enhanced in the integrated scheme. It is further argued that since values shape and guide
important decisions and actions, their development should not be left to chance. Hence, value education should remain a
separate subject.
Recommendations:
To help resolve the issue whether values education should remain as a separate subject or as an integral part of the
other subjects, two approaches are recommended.
The values education teachers should approach the teaching of the subject as action researchers.
Working as a team, they identify a common teaching problem, plan and implement a solution, observe and reflect
on the feedback, and continue the process until they get the desired result. The action research process would shed
more light on the issue.
Values education as a separate subject in the Basic Education Curriculum today should be viewed as a case study or
a focus of inquiry rather than a mandate. How do students personally perceive and feel about the methods,
materials, and the assessment and reporting systems that are being used?
The approach would make the classroom teachers active generators of experience-based knowledge and not mere
passive transmitters of knowledge from some remote experts.
9. Teachers teach to the test, students study to the test.
The use of traditional assessment tools like the multiple-response, simple recall, recognition and application tests is
predominant. Rubrics, portfolios, and other forms of authentic assessment are not widely used. Teachers are aware of the
limitations of traditional tests and the need for alternative forms to measure higher order thinking skills. However, they
tend to resort to the traditional forms for several compelling reasons:
Documentary analysis showed that schools in general lack an institutionalized system of utilizing test results for
diagnostic and remedial purposes.
Teachers tend to teach to the test; students tend to study to the test. This culture is reinforced by supervisors who
specify units to be taught and tested for each grading period and use test results more for judging rather than improving
teacher and student performance.
Recommendations:
Schools should review their present assessment practices. The teacher appraisal system and the kinds of tests used in
the classroom as well as those, in the division and national examinations, should be evaluated against the goals and
objectives of the Basic Education Curriculum, among which is the development of critical thinkers and problem solvers.
Schools should also consider the use of alternative assessment tools and techniques that would provide opportunities
for students to experience learning as an enjoyable, delighting process of inquiry, discovery, construction and creation of
new knowledge, rather than as a tedious process of cramming to pass examinations.
While schools should double their efforts for students mastery of the basic competencies they should also never lose
sight of the fact that their ultimate goal should be the development of functionally literate citizens of a democratic
community.
Although most of the centralized organizational charts displayed in the principals’ office, are still the same charts
before R.A.9155, yet shared governance and participative leadership were clearly evident in many schools.
The involvement of ad hoc committees, task forces, study groups, action cells, and the conduct of consultative
meetings, and brainstorming sessions, to assist the school head make administrative or instructional decisions, were regular
patterns that cropped up in individual and group interviews.
Another promising pattern is rotational delegation of authority by the school head, among department heads and
subject leaders, as well.
Recommendations:
Schools should continue reinforcing their efforts toward the institutionalization of shared governance as envisioned in
R.A. 9155. To facilitate the process, they should make shared governance as one of the strategic goals in their educational
plans. The goals should be supported by a long-range program jointly designed, developed, implemented, monitored by
the school heads, department heads and teachers. The program components should include needs analysis, competency-
based training, benchmarking studies, design and development of appropriate organizational structure and staffing,
monitoring and evaluation and a reward system.
The traditional end-of-the-year assessment, characterized by achievement testing and one-shot school visits, should
be evaluated. The process which has been going on for decades, has not improved school performance and student
achievement. A better alternative should be considered.
ANNEX B
Stage 1
Content Standards
Do the content standards reflect the desired results: the most important and enduring ideas, issues, principles and concepts
from the disciplines; and skills and habits of mind that should be taught and learned?
Are the standards attainable, considering the capabilities of the target learners?
Performance Standards
Do the performance standards express the criteria against which students’ performances or products shall be assessed?
Do they answer the question, “How well must students do their work?”
Essential Understandings
Are they the big and enduring ideas drawn from the disciplines?
Do they reflect the major problems, issues and themes that are deemed most important for students to learn?
Essential Questions
Do they center around the major understanding, problem, issue or theme?
Do they unpack the essential understandings?
Are they relevant to students’ lives? To society?
Do they provide enough challenge or rigor?
Are they manageable: not too demanding of time or resources?
Are they suitable to the target students’ ages, interests, and abilities?
Stage 2
Assessment
Are they directly linked to standards through clearly stated criteria?
Do they provide for multiple sources of evidence to document student progress/attainment of standards?
Stage 3
Instructional Activities